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Teachers' Resources

FORM ONE ENGLISH LESSON PLANS FREE

October 5, 2025 Maverick John

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:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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 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.

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. Asks students some questions on the passage. Identifies some new words and asks students to give their meanings and use in each in their own words.	1. Reads the paragraphs. 2. Retells the passage. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 3 minutes	1. Asks students to discuss the lessons they learn from the passage. 2. Gives an exercise.	1. Discusses the lessons they learn from the passage. 2. Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 1

READING

COMPREHENSION

RELATING WITH PARENTS

COMMENTS:

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Articles

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

(a) Define an article.

(b) Use articles in sentences of their own.

T/L RESOURCES: Chart showing articles

REFERENCES: Secondary English Bk 1 Pg 31-33

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

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

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.

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. Discusses the poem and writes down the key words Presents their findings
CONCLUSION 5 minutes	(a) Gives an exercise in the textbook.	(a) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 1

READING

Reading Skills

Studying Poetry

COMMENTS:

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

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC: Disability is not Inability

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

Read the passage and respond to questions after it.
Use new words in sentences of their own.
Appreciate that disability is not inability.

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

REFERENCES: Secondary English Bk 1 Pg 80-82, Teacher’s Guides

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 1

READING

COMPREHENSION

DISABILITY IS NOT INABILITY

COMMENTS:

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Adjectives

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

(a) Define an adjective.

(b) Use adjectives in sentences of their own.

T/L RESOURCES: Chart showing adjectives

REFERENCES: Secondary English Bk 1 Pg 82-84

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

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

Teachers' Resources

FORM FOUR LESSON PLANS FOR ENGLISH

October 5, 2025 Maverick John

FORM FOUR LESSON PLAN TERM 1, 20…….

SCHOOL:_______________________________________________

TCHR’S NAME: ______________CLASS:___

DATE: ______________DAY: _____________WEEK: _________.LESSON:____

SKILL/TOPIC: READING/Oral Narratives

SUB-TOPIC: Human Tales

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

Read a human tale presented and answer questions on it.
Give the features and functions of human tales.

T/LEARNING RESOURCES: Samples of human tales, audio presentation of human tales

REFERENCES:ORAL LITERATURE FOR SCHOOLS

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Tells a story set in the modern world about people. (b) Asks students to identify the main character and their role. (c) Tells the learners that they will be learning human tales.	(a) Listens to the story. (b) Identifies the main character and its role. (c) Listens and takes notes.
DEVELOPMENT 33 minutes	1. Explains the features and functions of the human tales. 2. Issues a handout containing human tale. 3. Asks students some questions on the tale. 4. Asks students to give the functions and features of the tale just read.	1. Listens and seeks clarification. Takes notes too. 2. Reads the tale. 3. Answers the questions. 4. Gives the features and function of the read tale..
CONCLUSION 3 minutes	(a) Asks students to give the functions of human tales. (b) Asks learners to state the features of human tales.	(a) Gives the functions of human tales. (b) States the features of human tales.

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

READING

Oral Narratives

Human Tales

COMMENTS:

__________________________________________________________________________

FORM FOUR LESSON PLAN TERM 1, 2020

SCHOOL: _______________________________________________

TCHR’S NAME: MR MURIITHICLASS:4 W

DATE: 07/01/2020 DAY: MONDAYWEEK: 2.LESSON: 1

SKILL/TOPIC: LISTENING AND SPEAKING/ Turn Taking

SUB-TOPIC: Violations in Turn Taking

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

Explain the common turn taking violations.
Identify these violations in the conversations carried out in class.

T/L RESOURCES: Video presentation of turn-taking

REFERENCES: New Integrated Eng SB 4 PG 146, Head Start English Bk 4 pg 21-22

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	a) Reviews the previous lesson. Asks students the various ways of achieving smooth turn taking. b) Tells them that they will be learning turn taking violations.	a) States the various ways of achieving smooth turn taking. b) Listens and takes notes.
DEVELOPMENT 32 minutes	1. Defines turn taking violations. 2. Asks students to suggest some violations in turn taking. Refers them to what they have discussed in the previous lessons. 3. Plays the audio. 4. Asks students to identify the turn taking violations evident in the audio. 5. Groups the learners and asks them to hold a short discussion. Key is the use of turn taking violations.	1. Listens and seeks clarification. Takes notes. 2. Suggests some turn taking violations. 3. Listens to the audio. 4. Identifies the violations. 5. Holds a short discussion.
CONCLUSION 4 minutes	a) Asks some students to mention turn taking violations from the role plays. b) Asks the students to suggest solutions to the violations.	a) Mentions the violations. b) Suggests solutions to the violations.

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

LISTENING AND SPEAKING

Turn Taking

Violations in Turn Taking

COMMENTS:

______________________________________________________________________________________________________________________________________________________

FORM FOUR LESSON PLAN TERM 1, 2019

SCHOOL: _______________________________________________

TCHR’S NAME: MR MURIITHICLASS:4 W

DATE: 07/01/2019 DAY: MONDAYWEEK: 2.LESSON: 1

SKILL/TOPIC: READING/Oral Narratives

SUB-TOPIC: Devices used in Story Telling

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

Explain the story telling devices a narrator use during a live performance.
Discuss how they would perform selected sections of the narrative read.

T/L RESOURCES: Narrative to be read, PowerPoint presentation of devices used in story telling

REFERENCES:

Studying Oral Literature pg 14-18

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Asks students how storytellers usually make their stories captivating to the audience. (b) Tells the learners that a story becomes captivating when the storytellers employs the (a) above.	(a) Explains how the storytellers usually make their stories captivating to the audience. (b) Listens and takes notes.
DEVELOPMENT 33 minutes	1. Explains some devices used by narrators. 2. Asks students to explain other devices. 3. Issues a handout containing a narrative. 4. Asks students in group to discuss the devices to use in telling the story read. 5. Asks a group to recount the story using the devices discussed.	1. Listens and seeks clarification. Takes notes too. 2. Explains other devices. 3. Reads the narrative. 4. Discusses the devices. 5. Retells the story.
CONCLUSION 3 minutes	(a) Asks students to explain the storytelling devices used by the narrator during a live performance. (b) Gives an exercise.	(a) Explains the storytelling devices. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

READING

Oral Narratives

Devices used in Story Telling

COMMENTS:

TAUGHT. GOOD RESPONSE FROM THE STUDENTS

FORM FOUR LESSON PLAN TERM 1, 2019

SCHOOL: _______________________________________________ TCHR’S NAME: MR MURIITHICLASS:4 W

DATE: 07/01/2019 DAY: MONDAYWEEK: 2.LESSON: 1

SKILL/TOPIC: LISTENING AND SPEAKING/ Negotiation Skills

SUB-TOPIC: Stages of Negotiation

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

Outline the stages of negotiation.
Follow the steps outlined to carry negotiation on various situations.

T/L RESOURCES: Items to be bought during the role play, video demonstration of stages in negotiation

REFERENCES: New Integrated Eng SB 4 PG

Head Start English Bk 4 pg102-103

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	a) Asks students whether they have ever haggled over the price of things at the market. b) Tells them the process of reaching the price agreeable is negotiation. c) Asks students to state other situations in which agreements can be reached while avoiding disputes.	a) Says whether or not they have bargained. b) Listens and takes notes. c) Mentions: · Haggling over the price of a dress. · Increasing salary/better conditions · resolving conflicts
DEVELOPMENT 32 minutes	1. Explains some situations mentioned by students in part 1. 2. Outlines the stages in negotiation. 3. Groups the learners. Asks them to discuss a situation that involves negotiation. 4. Asks a pair to haggle over the prices of the items brought. 5. Asks students to identify the stages in the negotiation.	1. Listens and seeks clarification. Takes notes. 2. Listens and takes notes. 3. Discusses the situation. 4. Haggles over the price. 5. Identifies the stages and award the pair marks.
CONCLUSION 4 minutes	a) Asks students to outline the stages in negotiation. b) Writes an exercise.	a) Outlines the stages. b) Writes the exercise in their exercise book.

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

LISTENING AND SPEAKING

Negotiation Skills

Stages of Negotiation

COMMENTS:

TAUGHT. GOOD RESPONSE FROM THE STUDENTS

FORM FOUR LESSON PLAN TERM 1, 2019

SCHOOL: _______________________________________________

TCHR’S NAME: MR MURIITHICLASS:4 W

DATE: 07/01/2019 DAY: MONDAYWEEK: 2.LESSON: 1

SKILL/TOPIC: READING/ Oral Poetry

SUB-TOPIC: Religious Poetry

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

Read a religious song presented and answer questions on it.
Explain the features and functions of religious songs.

T/L RESOURCES: Songs to be read, audio presentation of a religious oral poem

REFERENCES: Studying Oral Lit pg 68

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Defines oral poetry. (b) Asks learners to give types of oral poetry. (c) Tells them that they will be learning religious poetry.	(a) Listens and seeks clarification. (b) Gives: · Love poetry · Work poetry · Religious poetry (c) Listens and takes notes.
DEVELOPMENT 33 minutes	1) Explains some features of religious poetry. 2) Asks students to explain other features and functions of the religious poetry. 3) Issues a handout containing a religious poem. 4) Asks students in group to discuss the features of religious poetry from the song read. 5) Asks students to sing any religious poetry.	1) Listens and seeks clarification. Takes notes too. 2) Explains other features and functions. 3) Reads the religious poem. 4) Discusses the features. 5) Sings religious songs.
CONCLUSION 3 minutes	(a) Asks students to explain the features and function of the religious song sung in step 5 above. (b) Gives the exercise.	(a) Explains the features. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

READING

Oral Poetry

Religious Poetry

COMMENTS:

TAUGHT. GOOD RESPONSE FROM THE STUDENTS

FORM FOUR LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________________TCHR’S NAME: MR MURIITHICLASS:4 W

DATE: 07/01/2019 DAY: MONDAYWEEK: 2.LESSON: 1

SKILL/TOPIC: READING / Reading Skills

SUB-TOPIC: Summarizing

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

Read a passage given and respond to questions on it.
Summarize the passage read.

T/L RESOURCES: Articles and poems to be read

REFERENCES: New Integrated Eng SB 4 PG 239

Head Start English Bk 4 pg

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a) Asks students to give the features of summary. (b) Tells them that they would be learning how to write a summary effectively.	(a) Gives the features of summary. (b) Listens and takes notes.
DEVELOPMENT 30 minutes	1. Outlines the steps in writing summary. 2. Issues a handout with a passage to be read. 3. Roups the learners. Writes 2 questions to be answered in note form. 4. Asks individuals to write summary using the points drafted in step 3 above.	1. Listens and takes notes. 2. Reads the passage. 3. Writes a draft in note form. Also summarizes the first question. 4. Writes a summary.
CONCLUSION 5 minutes	(a) Asks some students to read aloud their summaries. (b) Writes an exercise on the chalkboard.	(a) Corrects the others. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

READING

Reading Skills

Summarizing

COMMENTS:

TAUGHT. GOOD RESPONSE FROM THE STUDENTS

FORM FOUR LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________________

TCHR’S NAME: MR MURIITHICLASS:4 W

DATE: 07/01/2019 DAY: MONDAYWEEK: 2.LESSON: 1

SKILL/TOPIC: LISTENING AND SPEAKING/ Paying Attention/Listening

SUB-TOPIC: Techniques of Paying Attention

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

Explain the techniques of ensuring active listening.
Demonstrate the ability to actively listen following the points explained.

T/L RESOURCES: Short speech to be read as others listen

REFERENCES:

Head Start English Bk 4 pg

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	a) Asks students to identify situations that call for active listening. b) Tells them there is need to be an active listener in all the situations mentioned.	a) Identifies the situations. b) Listens and takes notes.
DEVELOPMENT 32 minutes	1. Asks students how they usually ensure they remain attentive throughout during a church sermon. 2. Explains other ways of ensuring active listening. 3. Takes a few minutes reading an article. 4. Asks students to identify the techniques of active listening displayed by the learners.	1. Explains how they ensure they remain attentive during the sermon. 2. Listens and seeks clarification. Takes notes. 3. Listens to the article. Demonstrates the points in step 2. 4. Identifies the points considered and award the pair marks.
CONCLUSION 4 minutes	a) Asks students to state the techniques of ensuring active listening. b) Writes an exercise.	a) States the techniques. b) Writes the exercise in their exercise book.

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

LISTENING AND SPEAKING

Paying Attention/Listening

Techniques of Paying Attention

COMMENTS:

TAUGHT. GOOD RESPONSE FROM THE STUDENTS

FORM FOUR LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________________

TCHR’S NAME: MR MURIITHICLASS:4 W

DATE: 07/01/2019 DAY: MONDAYWEEK: 2.LESSON: 1

SKILL/TOPIC: READING/comprehension

SUB-TOPIC: Abortion: Let Your Desires be Ruled by Reason

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

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

T/L RESOURCES: Picture on the students’ book/ Dictionaries

REFERENCES:

Head Start English Bk 4 pg 163-165

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

READING

COMPREHENSION

Abortion: Let Your Desires be Ruled by Reason

COMMENTS:

TAUGHT. GOOD RESPONSE FROM THE STUDENTS

FORM FOUR LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________________

TCHR’S NAME: MR MURIITHICLASS:4 W

DATE: 07/01/2019 DAY: MONDAYWEEK: 2.LESSON: 1

SKILL/TOPIC: READING/comprehension

SUB-TOPIC: Reading: The Best Way to Know

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

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

T/L RESOURCES: Picture on the students’ book/ Dictionaries

REFERENCES:

Head Start English Bk 4 pg 103-104

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

READING

COMPREHENSION

Reading: The Best Way to Know

COMMENTS:

TAUGHT. GOOD RESPONSE FROM THE STUDENTS

FORM FOUR LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________________

TCHR’S NAME: MR MURIITHICLASS:4 W

DATE: 07/01/2019 DAY: MONDAYWEEK: 2.LESSON: 1

SKILL/TOPIC: READING / Reading Skills

SUB-TOPIC: Recognizing Attitude and Tone

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

Make a list of positive, negative, neutral and ironic categories of tone/attitude words.
Discuss the tone/attitude from the short passage read.

T/L RESOURCES: Passage to be read

REFERENCES: New Integrated Eng SB 4 PG 137-139

Head Start English Bk 4 pg 61-62

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a) Asks students to list adjectives used to describe tone/attitude. (b) Tells them that they would be learning how to recognize attitude/tone in passages.	(a) Lists attitude/tone words. (b) Listens and takes notes.
DEVELOPMENT 30 minutes	1. Defines attitude and tone. Outlines the steps in recognizing attitude/tone. 2. Issues a handout with a passage to be read. 3. Groups the learners and asks them to identify the tone in the passage. 4. Asks individuals to explain the attitude in the passage.	1. Listens and takes notes. 2. Reads the passage. 3. Identifies tone. 4. Explains the attitude.
CONCLUSION 5 minutes	(a) Reads some explanations and asks students to identify the tone in each. (b) Writes an exercise on the chalkboard.	(a) Identifies the tone in the sentences. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

READING

Reading Skills

Recognizing Attitude and Tone

COMMENTS:

TAUGHT. GOOD RESPONSE FROM THE STUDENTS

FORM FOUR LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________________

TCHR’S NAME: MR MURIITHICLASS:4 W

DATE: 07/01/2019 DAY: MONDAYWEEK: 2.LESSON: 1

SKILL/TOPIC: LISTENING AND SPEAKING/ Turn Taking

SUB-TOPIC: Violations in Turn Taking

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

Explain the common turn taking violations.
Identify these violations in the conversations carried out in class.

T/L RESOURCES: Audio

REFERENCES: New Integrated Eng SB 4 PG 146

Head Start English Bk 4 pg 21-22

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	c) Reviews the previous lesson. Asks students the various ways of achieving smooth turn taking. d) Tells them that they will be learning turn taking violations.	c) States the various ways of achieving smooth turn taking. d) Listens and takes notes.
DEVELOPMENT 32 minutes	6. Defines turn taking violations. 7. Asks students to suggest some violations in turn taking. Refers them to what they have discussed in the previous lessons. 8. Plays the audio. 9. Asks students to identify the turn taking violations evident in the audio. 10. Groups the learners and asks them to hold a short discussion. Key is the use of turn taking violations.	6. Listens and seeks clarification. Takes notes. 7. Suggests some turn taking violations. 8. Listens to the audio. 9. Identifies the violations. 10. Holds a short discussion.
CONCLUSION 4 minutes	c) Asks some students to mention turn taking violations from the role plays. d) Asks the students to suggest solutions to the violations.	c) Mentions the violations. d) Suggests solutions to the violations.

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

LISTENING AND SPEAKING

Turn Taking

Violations in Turn Taking

COMMENTS:

TAUGHT. GOOD RESPONSE FROM THE STUDENTS

FORM FOUR LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________________

TCHR’S NAME: MR MURIITHICLASS:4 W

DATE: 07/01/2019 DAY: MONDAYWEEK: 2.LESSON: 1

SKILL/TOPIC: READING/Oral Narratives

SUB-TOPIC: Devices used in Story Telling

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

Explain the story telling devices a narrator use during a live performance.
Discuss how they would perform selected sections of the narrative read.

T/L RESOURCES: Narrative to be read

REFERENCES:

Studying Oral Literature pg 14-18

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(c) Asks students how storytellers usually make their stories captivating to the audience. (d) Tells the learners that a story becomes captivating when the storytellers employs the (a) above.	(c) Explains how the storytellers usually make their stories captivating to the audience. (d) Listens and takes notes.
DEVELOPMENT 33 minutes	6. Explains some devices used by narrators. 7. Asks students to explain other devices. 8. Issues a handout containing a narrative. 9. Asks students in group to discuss the devices to use in telling the story read. 10. Asks a group to recount the story using the devices discussed.	6. Listens and seeks clarification. Takes notes too. 7. Explains other devices. 8. Reads the narrative. 9. Discusses the devices. 10. Retells the story.
CONCLUSION 3 minutes	(c) Asks students to explain the storytelling devices used by the narrator during a live performance. (d) Gives an exercise.	(c) Explains the storytelling devices. (d) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

READING

Oral Narratives

Devices used in Story Telling

COMMENTS:

TAUGHT. GOOD RESPONSE FROM THE STUDENTS

FORM FOUR LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________________

TCHR’S NAME: MR MURIITHICLASS:4 W

DATE: 07/01/2019 DAY: MONDAYWEEK: 2.LESSON: 1

SKILL/TOPIC: READING/Oral Narratives

SUB-TOPIC: Textual Narrative Techniques

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

Discuss the textual narrative techniques giving their functions.
Identify the techniques from the narrative read.

T/L RESOURCES: Narrative to be read

REFERENCES:

Studying Oral Literature pg 19-20

New Integrated Eng SB 4 PG

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Asks students to give the common features of narratives. (b) Tells the learners that oral narratives usually have the features mentioned and that they play a role in the narratives.	(a) Gives the common features of narratives. (b) Listens and takes notes.
DEVELOPMENT 33 minutes	1. Explains some features of the oral narratives. 2. Asks students to explain other features. 3. Issues a handout containing a narrative. 4. Asks students in group to discuss the features of oral narratives evident in the story read.	1. Listens and seeks clarification. Takes notes too. 2. Explains other features. 3. Reads the narrative. 4. Discusses the features.
CONCLUSION 3 minutes	(a) Asks students to explain the features of oral narratives (b) Gives the exercise.	(a) Explains the features. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

READING

Oral Narratives

Textual Narrative Techniques

COMMENTS:

TAUGHT. GOOD RESPONSE FROM THE STUDENTS

FORM FOUR LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________________

TCHR’S NAME: MR MURIITHICLASS:4 W

DATE: 07/01/2019 DAY: MONDAYWEEK: 2.LESSON: 1

SKILL/TOPIC: LISTENING AND SPEAKING/ Paying Attention/Listening

SUB-TOPIC: Signs of Inactive Audience

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

Discuss the signs of an inactive listener.
Identify the above signs in a video played.

T/L RESOURCES: Video showing inactive listeners

REFERENCES: Excelling in Eng. Sb 4 pg

Head Start English Bk 4 pg

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	a) Reviews the previous lesson. Asks students to explain ways of ensuring active listening. b) Tells them that some speakers and even the audience can tell that some listeners are inattentive.	a) Explains the techniques. b) Listens and takes notes.
DEVELOPMENT 32 minutes	1. Asks students how they usually tell that some students are inactive during the lessons. 2. Explains other signs of in active listening. 3. Plays the video. 4. Asks students to identify the signs of inactive listeners in the video watched. 5. Asks students to suggest remedies to the problems in 4 above.	1. Gives some common signs of inattentive students. 2. Listens and seeks clarification. Takes notes. 3. Watches the video. 4. Identifies the signs of inactive listeners. 5. Suggests the remedies.
CONCLUSION 4 minutes	a) Asks students to state the signs of inactive listening. b) Writes an exercise.	a) States the signs. b) Writes the exercise in their exercise book.

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

LISTENING AND SPEAKING

Paying Attention/Listening

Signs of Inactive Audience

COMMENTS:

TAUGHT. GOOD RESPONSE FROM THE STUDENTS

FORM FOUR LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________________

TCHR’S NAME: MR MURIITHICLASS:4 W

DATE: 07/01/2019 DAY: MONDAYWEEK: 2.LESSON: 1

SKILL/TOPIC: LISTENING AND SPEAKING/ Paying Attention/Listening

SUB-TOPIC: Barriers to Effective Listening

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

Discuss the factors that inhibit active listening.
Suggest the solutions to the barriers to effective listening.

T/L RESOURCES: Video showing barriers to effective listening.

REFERENCES: Excelling in Eng. Sb 4 pg 155-156

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	a) Reviews the previous lesson. Asks students to explain signs of inactive listeners. b) Tells them that there are barriers.	a) Explains the signs. b) Listens and takes notes.
DEVELOPMENT 32 minutes	1. Explains some things that get in the way of listening. 2. Groups the learners. Asks them to discuss other barriers to effective listening. 3. Plays the video. 4. Asks students to identify the barriers to effective listening. As one group identifies the barrier the next group to suggest the ways of overcoming the barrier. 5. Explains the remedies to the barriers.	1. Listens and seeks clarification. Takes notes. 2. Discusses the barriers. 3. Watches the video. 4. Identifies the barriers and suggests the solutions to the barriers. 5. Listens and takes notes.
CONCLUSION 4 minutes	a) Asks students to state the barriers to effective listening. b) Writes an exercise.	a) States the barriers. b) Writes the exercise in their exercise book.

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

LISTENING AND SPEAKING

Paying Attention/Listening

Barriers to Effective Listening

COMMENTS:

TAUGHT. GOOD RESPONSE FROM THE STUDENTS

FORM FOUR LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________________

TCHR’S NAME: MR MURIITHICLASS:4 W

DATE: 07/01/2019 DAY: MONDAYWEEK: 2.LESSON: 1

SKILL/TOPIC: WRITING/ Institutional Writing

SUB-TOPIC: Curriculum Vitae

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

Describe the features of a curriculum vitae.
Write a curriculum vitae following the features described.

T/L RESOURCES: Sample CV

REFERENCES: New Integrated Eng SB 4 PG 178-182

Excelling in Eng. Sb 4 pg 230-233

Head Start English Bk 4 pg 169-170

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Explains the need for writing CV. (b) Tells the learners that they will be learning how to write a CV.	(a) Listens and seeks clarification. (b) Listens and takes notes.
DEVELOPMENT 32 minutes	1. Issues sample CV. 2. Asks students to mention the features of acv. 3. Asks students to individually write some sections of their CV. 4. Allows the students to read aloud their cvs.	1. Reads the CV. 2. Mentions the features. 3. Writes the CV. 4. Reads aloud their CVs.
CONCLUSION 4 minutes	(a) Asks students to state the features of a good CV. (b) Gives an exercise.	(a) States the features. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

WRITING

Institutional Writing

Curriculum Vitae

COMMENTS:

TAUGHT. GOOD RESPONSE FROM THE STUDENTS

FORM FOUR LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________________

TCHR’S NAME: MR MURIITHICLASS:4 W

DATE: 07/01/2019 DAY: MONDAYWEEK: 2.LESSON: 1

SKILL/TOPIC: READING/ Oral Poetry

SUB-TOPIC: Structural and Stylistic Devices

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

Explain the structural and stylistic devices used in oral poetry.
Identify the structural and stylistic devices used in oral poems read.

T/L RESOURCES: Songs to be read

REFERENCES:

Studying Oral Lit pg 68

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	a) Reads an oral poem aloud. b) Asks students to identify the styles used in the song. c) Tells them that they will be learning stylistic devices used in oral poems.	a) Listens to the oral poem. b) Identifies some styles used. c) Listens and takes notes.
DEVELOPMENT 33 minutes	1. Explains the common styles and structure in oral poems. 2. Issues a handout containing a song. 3. Identifies some styles used in the song. 4. Issues another handout. 5. Asks groups to present their work.	1. Listens and seeks clarification. Takes notes. 2. Reads the song. 3. Identifies the other styles. Takes notes. 4. Discusses the structure and styles used in a group. 5. Presents their work.
CONCLUSION 3 minutes	a) Asks students to explains the various styles used in oral poems. b) Gives the exercise.	a) Explains styles. b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

READING

Oral Poetry

Structural and Stylistic Devices

COMMENTS:

TAUGHT. GOOD RESPONSE FROM THE STUDENTS

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