FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: LISTENING AND SPEAKING
SUB-TOPIC:Stress
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Stress the appropriate syllables in words correctly
(b) Demonstrate appreciation of the fact that stress contributes to meaning
T/L RESOURCES: Charts, blackboard
REFERENCES: Secondary English Bk 3 Pg 1-2
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Reviews the previous lesson. Asks learners to prepare to stress syllables in words appropriately.
(b) Tells the learners that they will be learning how to place stress in words correctly. |
(a) Explains how a speaker prepares to deliver a speech.
(b) Listens and takes notes. |
| DEVELOPMENT
32 minutes |
1. Asks learners to read words after the teacher placing stress appropriately and correctly.
2. Explains how stress to identify the stressed syllables in words and how it shifts in words that have more than one meaning.
3. Groups the learners. Tell them to underline the stressed syllables in the words given.
4. Asks learners present their answers. |
1. States how they grabbed and kept the attention.
2. Listens and takes notes. Seeks clarification.
3. Discusses.
4. Presents their answers. |
| CONCLUSION
4 minutes |
a) Review how stress manifests itself in words.
b) Writes the exercise on the chalkboard. |
a) Explains the ways.
b) Writes the exercise in their exercise books. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
LISTENING AND SPEAKING
Stress
How to put stress in words |
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:Study Reading
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Develop techniques of studying.
- Identify the main points and the supporting materials in a text.
T/L RESOURCES:Posters, chalkboard demonstration of sitting postures
REFERENCES: Secondary English Bk 3 Pg 2-3
- Head Start English Bk3
- New Integrated English Bk 3
- 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 study techniques. |
(a) Gives the features of summary.
(b) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Outlines the best 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 private studies
|
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 3
STUDY SKILLS
Study Reading
Techniques of Concentration |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/Comprehension
SUB-TOPIC:The Miracle of Adolescence
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: Secondary English Bk 3 Pg 3-5
| 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 3
READING
COMPREHENSION
The Miracle of Adolescence |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: GRAMMAR
SUB-TOPIC:Common ways of forming nouns
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Form nouns using common noun-forming suffixes correctly.
(b) Use nouns with suffixes correctly in sentences.
T/L RESOURCES: Flashcards with suffixes
Chart showing suffixes
REFERENCES: Secondary English Bk 3 Pg 5-8
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(a) Writes a sentence containing a noun with a suffix on the board.
(b) Asks learners to identify the noun and the suffix.
(c) Tells them that they will be learning about ways of forming nouns. |
(a) Reads the sentence.
(b)
(c) Explains the meaning of the suffixes.
(d) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Displays the chart containing suffixes.
2. Explains more suffixes.
3. Asks students to form nouns with the displayed suffixes in their own sentences.
4. Groups the learners and shows them the flashcards. |
1. Reads the nouns formed from the suffixes.
2. Listens and takes notes. Seeks clarification.
3. Uses the nouns formed from the suffixes in sentences.
4. Adds a word to it and uses the phrasal verb formed in their own sentence. |
| CONCLUSION
5 minutes |
(a) Asks students to give more nouns formed from suffixes and use them in sentences.
(b) Gives an exercise. |
(a) Writes down the suggested nouns and uses them in sentences.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
GRAMMAR
Common Ways of Forming Nouns |
COMMENTS:
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: WRITING
SUB-TOPIC:Substitution in Writing
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Write neatly and legibly.
(b) Substitute words for others in order to eliminate clumsiness and repetition.
T/L RESOURCES: Sample letter of application
REFERENCES: Secondary English Bk 3 Pg 2-3
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Asks students whether they know the meaning of substitution.
(b) Explains what substitution is.
(c) Tells them that they are about to learn how to use substitution to eliminate repetition. |
(a) Says whether they know the meaning of substitution.
(b) Listens and seeks clarification.
(c) Listens and takes notes. |
| DEVELOPMENT
32 minutes |
1. Writes on the chalkboard some examples of substitution in sentences.
2. Groups the learners. Asks them to substitute repeated words with single words.
3. Asks learners to read aloud the substituted sentences. |
1. Reads the sentences.
2. Write the exercise.
3. Reads aloud the sentences. |
| CONCLUSION
4 minutes |
(a) Asks students to outline the importance of substitution.
(b) Gives an exercise. |
(a) Outlines the importance.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
WRITING
Substitution in Writing |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: INTENSIVEREADING/ Blossoms of the Savannah
SUB-TOPIC: About the author, title, setting and synopsis:
OBJECTIVE: By the end of the lesson, the learner should be able to:
- a) Discuss the author, title, setting and synopsis in the text.
T/L RESOURCES: Novel to be read, Sample context and essay questions
REFERENCES: Blossoms of the Savannah, Guide Books
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
a) Asks students to freely talk about the author, title, setting and synopsis
b) Tells students that they will be learning about the author, title, setting and synopsis |
a) Gives details about
b) Listens and takes notes.
|
| DEVELOPMENT
32 minutes |
1. Tells the students to read some sections of the novel.
2. Asks the students to explain the author, title, setting and synopsis.
3. Asks them to discuss in groups the author, title, setting and synopsis
4. Allows the groups to present their projects.
|
1. Reads the sections.
2. Explains about the author, title, setting and synopsis.
3. Discusses the author, title, setting and synopsis
4. Presents their project.
|
| CONCLUSION
4 minutes |
a) Asks students to suggest reasons for the title, setting and synopsis
b) Gives an assignment. |
a) Suggests reasons
b) Writes the assignment. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
READING
Blossoms of the savanna
Author, Title, Setting and Synopsis
|
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………
THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
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) Define intonation correctly.
(b) Use rising and falling intonation appropriately in sentences.
T/L RESOURCES: Posters, chalk board
REFERENCES: Secondary English Bk 3 Pg 9-11
- Head Start English Bk3
- New Integrated English Bk 3
- 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.
(b) Tells the learners that they will be learning about intonation. |
(a) Explains what intonation is.
(b) Listens and takes notes. |
| DEVELOPMENT
32 minutes |
1. Asks learners the difference between rising and falling intonation.
2. Explains the situations when rising and falling intonation is used in sentences.
3. Groups the learners. Writes sentences on the chalkboard. Asks learners to identify the appropriate intonation.
4. Asks learners present their answers. |
1. States the difference between rising and falling intonation.
2. Listens and takes notes. Seeks clarification.
3. Discusses.
4. Present their answers. |
| CONCLUSION
4 minutes |
c) Asks them to explain the situations when rising and falling intonation is used.
d) Writes the exercise on the chalkboard. |
c) Explains the situations.
d) Writes the exercise in their exercise books. |
|
|
|
|
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
LISTENING AND SPEAKING
Intonation
Rising and Falling 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:Techniques of Pre-reading
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Survey reading materials and explain at a glance the impressions they get from the title.
- Formulate three questions whose answers they expect to get when they read the passage.
T/L RESOURCES:Chalkboard
REFERENCES: Secondary English Bk 3 Pg 11-12
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(a) Asks students to give their impression of the title of the comprehension passage The bitter Forbidden Fruit.
(b) Tells them that they would be learning about the techniques of pre-reading. |
(a) Givetheir impressions.
(b) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Explains how to survey a text.
2. Refers them to the passage The Bitter Forbidden Fruit to be survey.
3. Groups the learners. Tell them to formulate three questions whose answers are likely to be found the passage.
4. Tells learners to read the passage in turns and check if the answers to their questions can be found in the passage
|
1. Listens and takes notes.
2. Surveys the passage.
3. Formulates the questions.
4. Compare their questions and their answers
|
| CONCLUSION
5 minutes |
(a) Asks some students to read aloud their questions.
(b) Gives an exercise in the textbook. |
(a) Corrects the others.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
READING
Reading Skills
Techniques inPre-reading |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/comprehension
SUB-TOPIC:The Bitter Forbidden Fruit
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: Secondary English Bk 3 Pg 12-14
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| 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
READING
COMPREHENSION
The Bitter Forbidden Fruit |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: GRAMMAR
SUB-TOPIC:Gender-sensitive Language
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Define the term gender-sensitive language.
(b) Use gender-sensitive language in sentences.
T/L RESOURCES: Flashcards with gender-sensitive words and terms
Chart showing gender-sensitive language
REFERENCES: Secondary English Bk 3 Pg 14-16
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(a) Writes a sentence containing a gender-sensitive word on the board.
(b) Asks learners to explain the meaning of gender-sensitive language
(c) Tells them that they will be learning about gender-sensitive language. |
(a) Reads the sentence.
(b) Explains the meaning of the phrasal verb.
(c) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Displays the chart containing gender-sensitive terms.
2. Explains more gender-sensitive words.
3. Asks students to use the gender-sensitive terms learnt in their own sentences.
4. Groups the learners and shows them the flashcards. |
1. Reads the gender-sensitive terms.
2. Listens and takes notes. Seeks clarification.
3. Uses the gender-sensitive words in sentences.
4. Adds more gender-sensitive words to it. |
| CONCLUSION
5 minutes |
(a) Asks students to use them in sentences.
(b) Gives an exercise. |
(a) Uses them in sentences.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
GRAMMAR
Gender-sensitive Language |
COMMENTS:
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: WRITING
SUB-TOPIC:Transitional words that add information
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Write neatly and legibly.
(b) Identify transitional words used in adding information.
(c) Use transitional words used in adding information correctly in sentences.
T/L RESOURCES:Chart with transitional words, chalkboard
REFERENCES: Secondary English Bk 3 Pg 16-17
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Asks students to define transitional words.
(b) Explains what transitional words are.
(c) Tells them that they are about to learn about transitional words. |
(a) Says what transitional words are.
(b) Listens and seeks clarification.
(c) Listens and takes notes. |
| DEVELOPMENT
32 minutes |
1. Displays the chart with transitional words to the learners.
2. Asks students to write them down in their books.
3. Groups the learners. Asks them to use the transitional words given in sentences of their own.
4. Asks learners to read aloud some of the sentences. |
1. Reads the transitional words.
2. Writes the transitional words in their exercise books.
3. Discuss and write sentences using transitional words.
4. Reads aloud the sentences. |
| CONCLUSION
4 minutes |
(a) Asks students to suggest more transitional words.
(b) Gives an exercise. |
(a) Suggests more transitional words.
(b)Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
WRITING
Transitional words that add more information |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/ Blossoms of the Savannah
SUB-TOPIC: Plot analysis: Chapter One and Two
OBJECTIVE: By the end of the lesson, the learner should be able to:
- a) Discuss the setting of chapter oneand Two.
- b) Explain the character traits, themes and style in Chapter Oneand Two
T/L RESOURCES: Novel to be read, Guidebooks
REFERENCES: Blossoms of the savanna, Guide Books
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Asks students to freely talk about the novel
(b) Tells students that they will be reading Chapter One and Two |
(a) Gives details about the novel
(b) Listens and takes notes.
|
| DEVELOPMENT
32 minutes |
1. Tells the students to read Chapter one and Two of the novel.
2. Asks the students to explain the setting, and the character traits in the chapter.
3. Asks them to discuss in groups the themes and style in the chapter
4. Allows the groups to present their projects. |
1. Read in turns.
2. Explains the setting, traits, themes and style in the chapter
3. 4. Presents their project.
4. Listens and takes notes. |
| CONCLUSION
4 minutes |
1. Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter
2. Gives an assignment. |
1. Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter
2. Writes the assignment. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
READING
Blossoms of the savanna
Plot analysis
Chapter One and Two
|
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: LISTENING AND SPEAKING
SUB-TOPIC:Rhythm
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Define rhythm in poetry.
(b) Identify features of rhythm in poetry.
T/L RESOURCES: Chart with features of rhythm, chalkboard
REFERENCES: Secondary English Bk 3 Pg 18-20
- Understanding Poetry by Ezekiel Alembi
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Reviews the previous lesson. Asks learners to define rhythm.
(b) Tells the learners that they will be learning about rhythm in poetry. |
(a) Explains the meaning of rhythm.
(b) Listens and takes notes. |
| DEVELOPMENT
32 minutes |
1. Asks learners to read a given poem aloud in chorus.
2. Explains the features of rhythm in a poem.
3. Groups the learners. Give them another poem and tell them to identify features of rhythm in the poem.
4. Asks learners present their answers. |
1. Read the poem aloud in chorus.
2. Listens and takes notes. Seeks clarification.
3. Discusses.
4. Presents their answers. |
| CONCLUSION
4 minutes |
(a) Asks them to explain the features of rhythm in a poem.
(b)Gives an exercise in their textbook. |
(a) Explains the features.
(b) Writes the exercise in their exercise books. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
LISTENING AND SPEAKING
Poetry
Rhythm |
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:Concentration techniques in reading
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:Chalkboard
REFERENCES: Secondary English Bk 3 Pg 20-21
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(a) Asks students to give their impression of the title of the comprehension passage Kinetic Theory and Gas Laws.
(b) Tells them that they would be learning about the techniques of pre-reading. |
(a) Givetheir impressions.
(b) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Explains how to survey a text.
2. Refers them to the passageKinetic Theory and Gas Laws to be survey.
3. Groups the learners. Tell them to formulate three questions whose answers are likely to be found the passage.
4. Tells learners to read the passage in turns and check if the answers to their questions can be found in the passage
|
1. Listens and takes notes.
2. Surveys the passage.
3. Formulates the questions.
4. Compare their questions and their answers
|
| CONCLUSION
5 minutes |
(a) Asks some students to read aloud their questions.
(b) Gives an exercise in the textbook. |
(a) Corrects the others.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
READING
Reading Skills
Concentration techniques in reading |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/comprehension
SUB-TOPIC:Restoring Integrity in the Public Service
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: Secondary English Bk 3 Pg 21-24
| 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
Restoring Integrity in the Public Service |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: GRAMMAR
SUB-TOPIC:Case in Pronouns
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Explain the meaning of case in pronouns
(b) Identify pronouns in their various case forms
(c) Use pronouns correctly in the various case forms
T/L RESOURCES: Flashcards with various case forms of pronouns
Chart showing various case forms of pronouns
REFERENCES: Secondary English Bk 3 Pg 24-27
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5minutes |
(a) Writes a sentence containing pronoun on the board.
(b) Asks learners to explain the meaning of case in pronouns
(c) Tells them that they will be learning about case in pronouns. |
(a) Reads the sentence.
(b) Explains the meaning of the phrasal verb.
(c) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Displays the chart containing various case forms of pronouns.
2. Explains more about the various cases of pronouns.
3. Asks students to use the various case forms of pronouns in sentences of their own.
4. Groups the learners and shows them the flashcards showing the various case forms of pronouns. |
1. Reads the pronouns in their various cases.
2. Listens and takes notes. Seeks clarification.
3. Uses the various case forms of pronouns in sentences.
4. Write down the pronouns on the flashcards. |
| CONCLUSION
5 minutes |
(a) Asks students to use them in sentences.
(b) Gives an exercise. |
(a) Use them in sentences.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
GRAMMAR
Pronouns
Case in Pronouns |
COMMENTS:
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: WRITING
SUB-TOPIC:Transitional Words that show Contrast
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Write neatly and legibly.
(b) Identify transitional words that show contrast.
(c) Correctly use transitional words that show contrast
T/L RESOURCES:Chart with transitional words that show contrast
REFERENCES: Secondary English Bk 3 Pg 28
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Asks students to define transitional words.
(b) Explains what transitional words are.
(c) Tells them that they are about to learn about transitional words that show contrast. |
(a) Says what transitional words are.
(b) Listens and seeks clarification.
(c) Listens and takes notes. |
| DEVELOPMENT
32 minutes |
1. Displays the chart with transitional words that show contrast to the learners.
2. Asks students to write them down in their books.
3. Groups the learners. Asks them to use the transitional words given in sentences of their own.
5. Asks learners to read aloud some of the sentences. |
1. Reads the transitional words.
2. Writes the transitional words in their exercise books.
3. Discuss and write sentences using transitional words.
4. Reads aloud the sentences. |
| CONCLUSION
4 minutes |
(a) Asks students to suggest more transitional words.
(b) Gives an exercise. |
(a) Suggests more transitional words.
(b)Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
WRITING
Transitional words that show contrast |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/ Blossoms of the savanna
SUB-TOPIC: Plot analysis: Chapter Three and Four
OBJECTIVE: By the end of the lesson, the learner should be able to:
- a) Discuss the setting of Chapter Three and Four
- b) Explain the character traits, themes and style in Chapter Three and Four
T/L RESOURCES: Novel to be read
REFERENCES: Blossoms of the Savannah, Guide Books
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5minutes |
(a) Asks students to freely talk about
(b) Tells students that they will be reading Chapter Three and Four |
(a) Gives details about
(b) Listens and takes notes.
|
| DEVELOPMENT
30minutes |
1. Tells the students to read Chapter Three and Four of the novel.
2. Asks the students to explain the setting, and the character traits in the chapter.
3.Asks them to discuss in groups the themes and style in the chapter
4. Allows the groups to present their projects. |
1. Read in turns.
2.Explains the setting, traits, themes and style in the chapter
3.Discusses other traits of
4. Presents their project.
|
| CONCLUSION
5minutes |
1.Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter
2. Gives an assignment. |
1.Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter
2. Writes the assignment. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
READING
Blossoms of the Savannah
Plot Analysis
Chapter Three and Four
|
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………
THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: LISTENING AND SPEAKING
SUB-TOPIC:Alliteration and assonance
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Define alliteration and assonance
(b) Identify alliteration and assonance in a given poem.
(c) Use alliteration and assonance in a poem.
T/L RESOURCES: Charts with examples of alliteration and assonance, chalkboard
REFERENCES: Secondary English Bk 3 Pg 28
- Understanding Poetry
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5minutes |
(a) Reviews the previous lesson. Asks learners to define alliteration and assonance.
(b) Tells the learners that they will be learning about alliteration and assonance. |
(a) Explains how a speaker prepares to deliver a speech.
(b) Listens and takes notes. |
| DEVELOPMENT
30minutes |
1. Asks learners to differentiate between alliteration and assonance.
2. Explains the meanings of alliteration and assonance and their difference.
- Groups the learners. Gives them a poem. Asks learners to identify alliteration and assonance in the poem.
- Asks learners present their answers.
|
1. Differentiates between alliteration and assonance.
2. Listens and takes notes. Seeks clarification.
3. Discusses.
- Presents their answers.
|
| CONCLUSION
5minutes |
(a) Asks them to explain what alliteration and assonance is and their differences.
(b) Writes the exercise on the chalkboard. |
(a) Explains the ways.
(b) Writes the exercise in their exercise books. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
LISTENING AND SPEAKING
Poetry
Alliteration and assonance |
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:Note-making
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Read a passage given and respond to questions on it.
- Make notes from the passage read.
T/L RESOURCES: Articles and passage to be read
REFERENCES: Secondary English Bk 3 Pg 31-32
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5minutes |
(a) Asks students to give the features of note-making.
(b) Tells them that they would be learning how to make notes effectively. |
(a) Gives the features of note-making.
(b) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Outlines the steps in making notes.
2. Issues a handout with a passage to be read.
3. Groups the learners. Writes 2 questions to be answered in note form.
4. Asks individuals to write notes using the points drafted in step 3 above. |
1. Listens and takes notes.
2. Reads the passage.
- Writes a draft in note form..
- Writes notes from the passage.
|
| CONCLUSION
4 minutes |
(a) Asks some students to read aloud their notes.
(b) Writes an exercise on the chalkboard. |
(a) Corrects the others.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
READING
Reading Skills
Note-making |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/comprehension
SUB-TOPIC:Women Break from Shackles of Traditions
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: Secondary English Bk 3 Pg 32-34
| 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
33minutes |
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 in their words.
3. Answers the questions.
- 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 3
READING
COMPREHENSION
Women Break from Shackles of Traditions |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: GRAMMAR
SUB-TOPIC:Demonstratives
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Define demonstratives.
(b) Use demonstratives in sentences correctly.
T/L RESOURCES: Flashcards with demonstratives, Chart showing demonstratives
REFERENCES: Secondary English Bk 3 Pg 34-36
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5minutes |
(a) Writes a sentence containing a demonstrative on the board.
(b) Asks identify the demonstrative.
(c) Tells them that they will be learning demonstratives. |
(A) Reads the sentence.
(B) Explains the meaning of the phrasal verb.
(C) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Displays the chart containing demonstratives.
2. Explains more about demonstratives.
3. Asks students to use the demonstratives learnt in their own sentences.
4. Groups the learners and shows them the flashcards. |
1. Reads the demonstratives.
2. Listens and takes notes. Seeks clarification.
3. Uses the demonstratives in sentences.
4. Adds a word to it and uses the demonstratives formed in their own sentence. |
| CONCLUSION
4 minutes |
(a) Asks students to give explain the meaning of some demonstratives and use them in sentences.
(b) Gives an exercise. |
(a) Explains the meaning of the demonstratives and use them in sentences.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
GRAMMAR
Demonstratives
|
COMMENTS:
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: WRITING
SUB-TOPIC:Transitional Words that show consequences, cause and effect
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Write neatly and legibly.
(b) Identify transitional words that show consequences, cause and effect.
(c) Correctly use transitional words that show consequences, cause and effect
T/L RESOURCES:Chart with transitional words that show consequences, cause and effect
REFERENCES: Secondary English Bk 3 Pg 36-37
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Asks students to define transitional words.
(b) Explains what transitional words are.
(c) Tells them that they are about to learn about transitional words that show consequences, cause and effect. |
(a) Says what transitional words are.
(b) Listens and seeks clarification.
(c) Listens and takes notes. |
| DEVELOPMENT
32 minutes |
1. Displays the chart with transitional words that show consequences, cause and effect to the learners.
2. Asks students to write them down in their books.
3. Groups the learners. Asks them to use the transitional words given in sentences of their own.
4. Asks learners to read aloud some of the sentences. |
1. Reads the transitional words.
2. Writes the transitional words in their exercise books.
3. Discuss and write sentences using transitional words.
4.Reads aloud the sentences. |
| CONCLUSION
4 minutes |
(a) Asks students to suggest more transitional words.
(b) Gives an exercise. |
(a) Suggests more transitional words.
(b)Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
WRITING
Transitional words that show consequences, cause and effect |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/ Blossoms of the Savannah
SUB-TOPIC: Plot analysis: Chapter Five and Six
OBJECTIVE: By the end of the lesson, the learner should be able to:
- a) Discuss the setting of ChapterFive and Six
- b) Explain the character traits, themes and style in ChapterFive and Six
T/L RESOURCES: Novel to be read
REFERENCES: Blossoms of the Savannah, Guide Books
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
1.Asks students to freely talk about
2.Tells students that they will be reading Chapter Five and Six |
1.Gives details about
2. Listens and takes notes.
|
| DEVELOPMENT
31 minutes |
1. Tells the students to read Chapter Five and Six of the novel.
2. Asks the students to explain the setting, and the character traits in the chapter.
3.Asks them to discuss in groups the themes and style in the chapter
4. Allows the groups to present their projects. |
1. Read in turns.
2.Explains the setting, traits, themes and style in the chapter
3.Discusses other traits of
4. Presents their project.
|
| CONCLUSION
4 Minutes |
1.Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter
2. Gives an assignment. |
1.Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter
2. Writes the assignment. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
READING
Blossoms of the Savannah
Plot Analysis
Chapter Five and Six
|
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature
SUB-TOPIC:Dilemma Stories
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Define a dilemma story.
(b) Identify the features of dilemma stories.
(c) Discuss the functions of dilemma stories
T/L RESOURCES:
REFERENCES: Secondary English Bk 3 Pg 36-37
- 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 dilemma stories.
(b) Tells the learners that they will be learning about dilemma stories |
(a) Explains how a speaker prepares to deliver a speech.
(b) Listens and takes notes. |
| DEVELOPMENT
32 minutes |
1. Narrates a dilemma story to the learners.
2. Explains the features and functions of a dilemma story.
- Groups the learners. Gives the learners a sample dilemma story. Asks learners to identify the features of a dilemma story in it.
- Asks learners present their projects.
|
1. States how they grabbed and kept the attention.
2. Listens and takes notes. Seeks clarification.
- Discusses.
- Presents their projects.
|
| CONCLUSION
4 minutes |
(a) Asks them to narrate a dilemma story 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 3
LISTENING AND SPEAKING
Oral Literature
Dilemma Stories |
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 a Poem
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Develop an interest in reading poetry
- Distinguish among different kinds of vocabulary used in a poem.
- Relate diction to the meaning of the poem
T/L RESOURCES: Articles and passage to be read
REFERENCES: Secondary English Bk 3 Pg 40-41
- 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 diction in a poem. |
(a) Gives the features of a poem.
(b) Listens and takes notes. |
| DEVELOPMENT
31 minutes |
1. Reads through a given poem.
2. Identifies the key words in the poem and explains their meanings.
3. Groups the learners. Gives them another poem and tells them to identify the key words in the poem and explain their meanings.
4. Asks the groups to present their findings. |
1. Listens to the poem
2. Takes down notes.
3. Discusses the poem and writes down the key words
4. Presents their findings
|
| CONCLUSION
4 minutes |
(a) Gives an exercise in the textbook. |
(a) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
READING
Reading Skills
Studying a poem through analysis of diction |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/comprehension
SUB-TOPIC:Citizens Role in Good Governance
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: Secondary English Bk 3 Pg 43-45
| 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) Open 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.
- 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 in their words.
- Answers the questions.
- Gives the meanings of the words and use them in sentences of their own.
|
| CONCLUSION
4minutes |
(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 3
READING
COMPREHENSION
Citizens Role in Good Governance |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: GRAMMAR
SUB-TOPIC:Transitive and intransitive verbs
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Explain the meaning of Transitive and intransitive verbs.
(b) Use Transitive and intransitive verbsin their own sentences.
T/L RESOURCES: Flashcards with transitive and intransitive verbs, Chart showing transitive and intransitive verbs
REFERENCES: Secondary English Bk 3 Pg 45-48
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
1. Writes sentences containing transitive and intransitive verbson the board.
2. Asks learners to explain the difference between transitive and intransitive verbs.
- Tells them that they will be learning transitive and intransitive verbs.
|
1. Reads the sentences.
2. Explains the difference betweentransitive and intransitive verbs
- Listens and takes notes.
|
| DEVELOPMENT
30 minutes |
1. Displays the chart containing transitive and intransitive verbs.
2. Explains more about transitive and intransitive verbs.
3. Asks students to use the transitive and intransitive verbslearnt in their own sentences.
4. Groups the learners and shows them the flashcards. |
1. Reads the transitive and intransitive verbs.
2. Listens and takes notes. Seeks clarification.
3. Uses the transitive and intransitive verbsin sentences.
4. Adds a word to it and uses the transitive and intransitive verbsformed in their own sentence. |
| CONCLUSION
5minutes |
(a) Asks students to give explain the meaning of some phrasal verbs and use them in sentences.
(b) Gives an exercise. |
(a) Explains the meaning of the phrasal verbs and use them in sentences.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
GRAMMAR
Transitive and intransitive verbs |
COMMENTS:
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: WRITING
SUB-TOPIC: Using the colon, semi-colon and writing reminders
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Write neatly and legibly
(b) Demonstrate mastery in the use of the colon and the semi-colon.
(c) Write a good reminder
T/L RESOURCES: Sample reminders
REFERENCES: Secondary English Bk 3 Pg 45-46
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
4minutes |
(a) Asks students state the uses of the colon and the semicolon.
(b) Explains the functions of the colon and the semi-colon.
(c) Tells them that they are about to learn how to write reminders. |
(a) States the uses of the colon and the semicolon.
(b) Listens and seeks clarification.
(c) Listens and takes notes. |
| DEVELOPMENT
32 minutes |
1Issues the sample reminder.
2. Asks students to list the elements of the reminder.
3. Groups the learners. Asks them to write a reminder on the topic given.
4. Asks learners to read aloud some of the reminders. |
1. Reads the reminder.
2. Lists the elements.
3. Write the letter.
4. Reads aloud the letter. |
| CONCLUSION
3 minutes |
(a) Asks students to outline the features of a reminder.
(b) Gives an exercise. |
(a) Outlines the features.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
WRITING
Functions of the colon and the semi-colon
Reminders |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/ Blossoms of the Savannah
SUB-TOPIC: Plot analysis: Chapter Seven and Eight
OBJECTIVE: By the end of the lesson, the learner should be able to:
- a) Discuss the setting of Chapter Seven and Eight
- b) Explain the character traits, themes and style in Chapter Seven and Eight
T/L RESOURCES: Novel to be read
REFERENCES: Blossoms of the Savannah, Guide Books
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Asks students to freely talk about
(b) Tells students that they will be reading Chapter Seven and Eight |
(a) Gives details about
(b) Listens and takes notes.
|
| DEVELOPMENT
32minutes |
1. Tells the students to read Chapter Seven and Eight of the novel.
2. Asks the students to explain the setting, and the character traits in the chapter.
- Asks them to discuss in groups the themes and style in the chapter
- Allows the groups to present their projects.
|
1. Read in turns.
2. Explains the setting, traits, themes and style in the chapter
3. Discusses other traits of
4. Presents their project.
5. Listens and takes notes. |
| CONCLUSION
4 minutes |
(a) Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter
(b) Gives an assignment. |
(a) Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter
(b) Writes the assignment. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
READING
Blossoms of the Savannah
Plot Analysis
Chapter Seven and Eight
|
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature
SUB-TOPIC:Features of Dilemma Stories
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Identify the features of dilemma stories.
(b) Discuss the functions of dilemma stories
T/L RESOURCES: Samples of dilemma narratives
REFERENCES: Secondary English Bk 3 Pg 51-52
- Oral Literature for Schools
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(c) Reviews the previous lesson. Asks learners to define dilemma stories.
(d) Tells the learners that they will be learning about dilemma stories |
(c) Explains how a speaker prepares to deliver a speech.
(d) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Narrates a dilemma story to the learners.
5. Explains the features and functions of a dilemma story.
- Groups the learners. Gives the learners a sample dilemma story. Asks learners to identify the features of a dilemma story in it.
- Asks learners present their projects.
|
1. States how they grabbed and kept the attention.
5. Listens and takes notes. Seeks clarification.
- Discusses.
- Presents their projects.
|
| CONCLUSION
5 minutes |
(c) Asks them to narrate a dilemma story of their own.
(d) Gives them an exercise. |
(c) Explains the ways.
(d) Writes the exercise in their exercise books. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
LISTENING AND SPEAKING
Oral Literature
Features of Dilemma Stories |
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:Appreciating a Poem
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Identify the features of a poem systematically
- Analyze a poem accurately
T/L RESOURCES:Samples of poems
REFERENCES: Secondary English Bk 3 Pg 40-41
- Understanding Poetry
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
6 minutes |
(a) Asks students to give the features of a poem.
(b) Tells them that they would be learning about appreciating a poem. |
(a) Gives the features of a poem.
(b) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Reads through a given poem.
2. Analyses the poem systematically, identifying the features of the poem to the learners.
3. Groups the learners. Gives them another poem and tells them to analyze it systematically and identify the important features in the poem.
4. Asksthe groups to present their findings. |
1. Listens to the poem
2. Takes down notes.
3.Discusses the poem and writes down the key words
4.Presents their findings
|
| CONCLUSION
4 minutes |
(a)Gives an exercise in the textbook. |
(a)Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
READING
Reading Skills
Appreciating a poem |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/comprehension
SUB-TOPIC:HIV: The Emotional Journey
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: Secondary English Bk 3 Pg 55-56
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| 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
HIV: The Emotional Journey |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: GRAMMAR
SUB-TOPIC:Infinitives
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Explain the meaning of infinitives.
(b) Use infinitivesin their own sentences.
T/L RESOURCES: Flashcards with infinitives, Chart showing infinitives
REFERENCES: Secondary English Bk 3 Pg 56-58
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
1. Writes a sentence containing infinitiveson the board.
2. Asks learners to explain what the infinitive is made up of.
3. Tells them that they will be learning about infinitives. |
1. Reads the sentence.
2. Explains the composition of the infinitive.
3. Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Displays the chart containing infinitives.
2. Explains more infinitives.
3. Asks students to use the infinitiveslearnt in their own sentences.
4. Groups the learners and shows them the flashcards. |
1. Reads the infinitives.
2. Listens and takes notes. Seeks clarification.
3. Uses the infinitivesin sentences.
4. Adds a word to it and uses the infinitivesformed in their own sentence. |
| CONCLUSION
5minutes |
(a) Asks students to give explain the meaning of some infinitivesand use them in sentences.
(b) Gives an exercise. |
(a) Explains the meaning of the infinitivesand use them in sentences.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
GRAMMAR
Infinitives |
COMMENTS:
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: WRITING
SUB-TOPIC: Using the dash, parentheses and writing personal journals
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Write neatly and legibly
(b) Demonstrate mastery in the use of the dash and the parentheses.
(c) Write a good personal journal
T/L RESOURCES: Sample reminders
REFERENCES: Secondary English Bk 3 Pg 58-60
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(a) Asks students state the uses of the dash and the parentheses.
(b) Explains the functions of the dash and the parentheses.
(c) Tells them that they are about to learn how to write personal journals. |
(a) States the uses of the dash and the parentheses.
(b) Listens and seeks clarification.
(c) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Issues the sample personal journal.
2. Asks students to list the elements of thepersonal journal.
3. Groups the learners. Asks them to write apersonal journal on the topic given.
4. Asks learners to read aloud some of the personal journals. |
1. Reads the r personal journal.
2. Lists the elements.
3. Write the personal journalr.
4. Reads aloud the personal journal. |
| CONCLUSION
5minutes |
(a) Asks students to outline the features of apersonal journal.
(b)Gives an exercise. |
(a) Outlines the features.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
WRITING
Functions of the dash and the parentheses
Personal journals |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/ Blossoms of the Savannah
SUB-TOPIC: Plot analysis: Chapter Nine and Ten
OBJECTIVE: By the end of the lesson, the learner should be able to:
- a) Discuss the setting of Chapter Nine and Ten
- b) Explain the character traits, themes and style in Chapter Nine and Ten
T/L RESOURCES: Novel to be read
REFERENCES: Blossoms of the Savannah, Guide Books
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(a) Asks students to freely talk about
(b) Tells students that they will be reading Chapter Nine and Ten |
(a) Gives details about
(b) Listens and takes notes.
|
| DEVELOPMENT
30 minutes |
1. Tells the students to read Chapter Nine and Ten of the novel.
2. Asks the students to explain the setting, and the character traits in the chapter.
3.Asks them to discuss in groups the themes and style in the chapter
4. Allows the groups to present their projects. |
1. Read in turns.
2.Explains the setting, traits, themes and style in the chapter
3.Discusses other traits of
4. Presents their project.
5. Listens and takes notes. |
| CONCLUSION
5 minutes |
(a) Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter
(b) Gives an assignment. |
(a) Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter
(b) Writes the assignment. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
READING
Blossoms of the Savannah
Plot Analysis
Chapter Nine and Ten
|
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature
SUB-TOPIC:Aetiological Narratives
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Define Aetiological Narratives.
(b) Identify the features of Aetiological Narratives
(c) Discuss the functions of Aetiological Narratives
T/L RESOURCES:
REFERENCES: Secondary English Bk 3 Pg 61-63
- 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 Aetiological Narratives.
(b) Tells the learners that they will be learning about Aetiological Narratives |
(a) Explains what an aetiological narrative is.
(b) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Narrates an aetiological narrative to the learners.
2. Explainsthe features and functions of Aetiological Narratives.
3. Groups the learners. Gives the learners a sample aetiological narrative. Asks learners to identify the features of an aetiological 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
6 minutes |
(a) Asks them to narrate an aetiological 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 3
LISTENING AND SPEAKING
Oral Literature
Aetiological Narratives |
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:Critical Reading: Looking for evidence
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Read a passage critically identifying evidence.
- Read critically evaluating evidence.
T/L RESOURCES: Articles and poems to be read
REFERENCES: Secondary English Bk 3 Pg 63-64
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
1. Asks students to read a passage critically.
2. Tells them that they would be learning how to read critically identifying evidence. |
1. Gives the features of summary.
2. Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Outlines the steps in critical reading.
2. Issues a handout with a passage to be read.
3. Groups the learners. Writes 2 questions to be answered from the passage.
4. Asks individuals to read another passage and identify critical evidence. |
1. Listens and takes notes.
2. Reads the passage.
3. Answers the questions.
4. Reads the passage and identifies critical evidence. |
| CONCLUSION
5 minutes |
(a) Asks some students to read aloud their answers.
(b) Writes an exercise on the chalkboard. |
(a) Corrects the others.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 4
READING
Reading Skills
Critical reading: Looking for evidence |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/comprehension
SUB-TOPIC:Our Rights Our Responsibilities
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: Secondary English Bk 3 Pg 64-66
| 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
32minutes |
1. Asks students to read the paragraphs in turns.
2. Asks students to retell the passage in their own words.
3. Asks students some questions on the passage.
4. Identifies some new words and asks students to give their meanings and use in each in their own words. |
1. Reads the paragraphs.
2. Retells the passage in their words.
3. Answers the questions.
4. 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 3
READING
COMPREHENSION
Our Rights and Our Responsibilities |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: GRAMMAR/ Phrasal Verbs and Idiomatic expressions
SUB-TOPIC: Phrasal Verbs and idiomatic expressions
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Explain the meaning of phrasal verbs and idiomatic expressions
(b) Use phrasal verbs and idiomatic expressions in their own sentences.
T/L RESOURCES: Flashcards with phrasal verbs and idiomatic expressions, Chart showing phrasal verbs and idiomatic expressions
REFERENCES: Secondary English Bk 3 Pg 66-69
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
1. Writes a sentence containing phrasal verb and idiomatic expression on the board.
2. Asks learners to explain the meaning of the phrasal verb and idiomatic expressions.
3. Tells them that they will be learning phrasal verbs and idiomatic expressions. |
1. Reads the sentence.
2. Explains the meaning of the phrasal verb and idiomatic expression.
3. Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Displays the chart containing phrasal verbs and idiomatic expressions.
2. Explains more about phrasal verbs and idiomatic expressions.
3. Asks students to use the phrasal verbs and idiomatic expressions learnt in their own sentences.
4. Groups the learners and shows them the flashcards. |
1. Reads the phrasal verbs and idiomatic expressions.
2. Listens and takes notes. Seeks clarification.
3. Uses the phrasal verbs and idiomatic expressionsin sentences.
4. Uses the phrasal verb and idiomatic expression formed in their own sentence. |
| CONCLUSION
5 minutes |
(a) Asks students to give explain the meaning of some phrasal verbs and idiomatic expressionsand use them in sentences.
(b) Gives an exercise. |
(a) Explains the meaning of the phrasal verbs and idiomatic expressionsand use them in sentences.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
GRAMMAR
Phrasal Verbs
Idiomatic Expressions |
COMMENTS:
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: WRITING
SUB-TOPIC:Thank You and Congratulatory Messages
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) State the steps in writing Thank You and Congratulatory Messages.
(b) Follow the steps outlined in writing Thank You and Congratulatory Messages.
T/L RESOURCES: Sample Thank You and Congratulatory Messages
REFERENCES: Secondary English Bk 3 Pg 69-70
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Asks students whether they have ever Thank You and Congratulatory Messages.
(b) Explains what Thank You and Congratulatory Messages are.
(c) Tells them that they are about to learn how to write Thank You and Congratulatory Messages. |
(a) Says whether or not they have written Thank You and Congratulatory Messages.
(b) Listens and seeks clarification.
(c) Listens and takes notes. |
| DEVELOPMENT
32minutes |
1. Issues the sample Thank You and Congratulatory Messages.
2. Asks students to list the elements of the Thank You and Congratulatory Messages.
3. Groups the learners. Asks them to write Thank You and Congratulatory Messageson the topic given.
4. Asks learners to read aloud some of the Thank You and Congratulatory Messages. |
1. Reads the Thank You and Congratulatory Messages.
2. Lists the elements.
3. Write the Thank You and Congratulatory Messages.
4. Reads aloud the Thank You and Congratulatory Messages. |
| CONCLUSION
4 minutes |
(a) Asks students to outline the features of Thank You and Congratulatory Messages.
(b) Gives an exercise. |
(a) Outlines the features.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
WRITING
Thank You and Congratulatory Messages |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/ Blossoms of the Savannah
SUB-TOPIC: Plot analysis: Chapter Eleven and Twelve
OBJECTIVE: By the end of the lesson, the learner should be able to:
- a) Discuss the setting of Chapter Eleven and Twelve
- b) Explain the character traits, themes and style in Chapter Eleven and Twelve
T/L RESOURCES: Novel to be read
REFERENCES: Blossoms of the Savannah, Guide Books
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(a) Asks students to freely talk about
(b) Tells students that they will be reading Chapter Eleven and Twelve |
(a) Gives details about
(b) Listens and takes notes.
|
| DEVELOPMENT
30minutes |
1. Tells the students to read Chapter Eleven and Twelveof the novel.
2. Asks the students to explain the setting, and the character traits in the chapter.
3.Asks them to discuss in groups the themes and style in the chapter
4. Allows the groups to present their projects. |
1. Read in turns.
2.Explains the setting, traits, themes and style in the chapter
3.Discusses other traits of
4. Presents their project.
5. Listens and takes notes. |
| CONCLUSION
5 minutes |
(a) Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter
(b) Gives an assignment. |
(a) Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter
(b) Writes the assignment. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
READING
Blossoms of the Savannah
Plot Analysis
Chapter Eleven and Twelve |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature
SUB-TOPIC:Features of aetiological narratives
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Identify the features of aetiological narratives.
(b) Discuss the functions of aetiological narratives
T/L RESOURCES: Samples of aetiological narratives
REFERENCES: Secondary English Bk 3 Pg 51-52
- Oral Literature for Schools
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5minutes |
(a)Reviews the previous lesson. Asks learners to define aetiological narratives.
(c) Tells the learners that they will be learning about aetiological narratives |
(a) Explains how a speaker prepares to deliver a speech.
(b) Listens and takes notes. |
| DEVELOPMENT
30minutes |
1. Narrates an aetiological narrative to the learners.
2. Explains the features and functions of an aetiological narrative.
3. Groups the learners. Gives the learners a sample aetiological narratives. Asks learners to identify the features of a dilemma story 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
5minutes |
(a) Asks them to narrate an aetiological narratives 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 3
LISTENING AND SPEAKING
Oral Literature
Features of aetiological narratives |
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:Recognizing Tone and Attitude
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Define tone and attitude correctly.
- Summarize the passage read.
T/L RESOURCES: Articles and poems to be read
REFERENCES: Secondary English Bk 3 Pg 73-74
- Understanding Poetry
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5minutes |
(a) Asks students to define tone and attitude.
(b) Tells them that they would be learning how about tone and attitude |
(a) Gives the features of summary.
(b) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Explain the meaning of tone and attitude and how to identify it in a poem.
2. Issues a handout with a poems to be analyzed for tone and attitude.
3. Groups the learners. Writes 2 questions on tone and attitude to be answered from the poem.
|
1. Listens and takes notes.
2. Reads and analyzes the poem.
3. Writes the answers. |
| CONCLUSION
5minutes |
1. Asks some students to read aloud their answers.
2. Writes an exercise on the chalkboard. |
1. Corrects the others.
2. Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 4
READING
Reading Skills
Tone and attitude |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/comprehension
SUB-TOPIC:A Slip not a Fall
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: Secondary English Bk 3 Pg 74-76
| 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
31 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
6minutes |
(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
A Slip not a Fall |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: GRAMMAR
SUB-TOPIC:Participles
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Explain the meaning of Participles.
(b) Use participlesin their own sentences.
T/L RESOURCES: Flashcards with participles, Chart showing participles
REFERENCES: Secondary English Bk 3 Pg 76-80
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
1. Writes a sentence containing a participle on the board.
2. Asks learners to explain the meaning of the participle.
3. Tells them that they will be learning participles. |
1. Reads the sentence.
2. Explains the meaning of the participles.
3. Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Displays the chart containing participles.
2.Explains more about participles
3. Asks students to use the participleslearnt in their own sentences.
4. Groups the learners and shows them the flashcards. |
1. Reads the participles.
2. Listens and takes notes. Seeks clarification.
3. Uses the participlesin sentences.
4. Adds a word to it and uses the participlesformed in their own sentence. |
| CONCLUSION
5minutes |
1. Asks students to give explain the meaning of some phrasal verbs and use them in sentences.
2. Gives an exercise. |
1. Explains the meaning of the participlesand use them in sentences.
2. Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
GRAMMAR
Participles |
COMMENTS:
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: WRITING
SUB-TOPIC:Condolence Messages
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) State the steps in writing condolence messages.
(b) Follow the steps outlined in writing condolence messages.
T/L RESOURCES: Sample condolence messages
REFERENCES: Secondary English Bk 3 Pg 80-81
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5minutes |
(a) Asks students whether they have ever condolence messages.
(b) Explains what condolence messages are.
(c) Tells them that they are about to learn how to write condolence messages |
(a) Says whether or not they have written condolence messages.
(b) Listens and seeks clarification.
(c) Listens and takes notes. |
| DEVELOPMENT
30minutes |
1. Issues the sample condolence messages
2. Asks students to list the elements of the condolence messages.
3. Groups the learners. Asks them to write condolence messages on the topic given.
4. Asks learners to read aloud some of the condolence messages. |
1. Reads the condolence messages.
2. Lists the elements.
3. Write the condolence messages
4. Reads aloud the condolence messages. |
| CONCLUSION
5minutes |
(a) Asks students to outline the features of condolence messages.
(b) Gives an exercise. |
(a) Outlines the features.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
WRITING
Condolence Messages |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/ Blossoms of the Savannah
SUB-TOPIC: Plot analysis: Chapter Thirteen and Fourteen
OBJECTIVE: By the end of the lesson, the learner should be able to:
- a) Discuss the setting of Chapter Thirteen and Fourteen
- b) Explain the character traits, themes and style in Thirteen and Fourteen
T/L RESOURCES: Novel to be read
REFERENCES: Blossoms of the Savannah, Guide Books
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5minutes |
(a) Asks students to freely talk about
(b) Tells students that they will be reading Chapter Thirteen and Fourteen |
(a) Gives details about
(b) Listens and takes notes.
|
| DEVELOPMENT
30minutes |
1. Tells the students to read Chapter Thirteen and Fourteen of the novel.
2. Asks the students to explain the setting, and the character traits in the chapter.
3.Asks them to discuss in groups the themes and style in the chapter
4. Allows the groups to present their projects. |
1. Read in turns.
2.Explains the setting, traits, themes and style in the chapter
3.Discusses other traits of
4. Presents their project.
5. Listens and takes notes. |
| CONCLUSION
5minutes |
(a) Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter
(b) Gives an assignment. |
(a) Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter
(b) Writes the assignment. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
READING
Blossoms of the Savannah
Plot Analysis
Chapter Thirteen and Fourteen |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: LISTENING AND SPEAKING
SUB-TOPIC:Giving and Receiving Instructions
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Outline situations when instructions are likely to be given
(b) Give oral and written instructions clearly and effectively.
T/L RESOURCES: Sample instructions
REFERENCES: Secondary English Bk 3 Pg 82-83
- Head Start English Bk3
- New Integrated English Bk 3
- 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 give and receive instructions.
2.Tells the learners that they will be learning how to give and receive instructions |
1. Prepares to give and receive instructions.
2. Listens and takes notes. |
| DEVELOPMENT
32minutes |
1. Asks learners how to give and receive instructions effectively.
2. Explains how one should give and receive instructions effectively.
3. Groups the learners. Gives learners a question. Asks learners to discuss the question and write down good instructions based on the question.
4. Asks learners present their projects. |
1. States how to give and receive instructions.
2. Listens and takes notes. Seeks clarification.
3. Discusses.
4. Presents their projects. |
| CONCLUSION
4 minutes |
(a) Asks them to explain the ways of giving and receiving instructions.
(b) Writes the exercise on the chalkboard. |
(a) Explains the ways.
(b) Writes the exercise in their exercise books. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
LISTENING AND SPEAKING
Giving and Receiving Instructions |
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:Distinguishing Facts from Opinions
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Develop a critical attitude as they read or listen
- Distinguish between a fact and an opinion.
T/L RESOURCES: Articles and poems to be read
REFERENCES: Secondary English Bk 3 Pg 83-84
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
1. Asks students to differentiate between a fact and an opinion.
2. Tells them that they would be learning how to distinguish facts from opinions. |
1. Gives the differences between facts and opinions.
2. Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Outlines the steps in distinguishing facts from opinions.
2. Issues a handout with a passage to be read.
3. Groups the learners. Writes 2 questions to be answered in note form.
4. Asks individuals to write distinguish facts from opinions in the passage given. |
1. Listens and takes notes.
2. Reads the passage.
3. Discuss the questions.
4. Answers the questions. |
| CONCLUSION
5 minutes |
1. Asks some students to read aloud their summaries.
2. Writes an exercise on the chalkboard. |
1. Corrects the others.
2. Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
READING
STUDY SKILLS
Distinguishing Facts From Opinions |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/comprehension
SUB-TOPIC:The Great Revelation
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: Secondary English Bk 3 Pg 82-83
| 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. 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 in their words.
3. Answers the questions.
4. Gives the meanings of the words and use them in sentences of their own. |
| CONCLUSION
4minutes |
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 3
READING
COMPREHENSION
The Great revelation |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: GRAMMAR
SUB-TOPIC:Quantifiers: few, a few, little and a little
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Use the quantifiers few, a few, little and a littlecorrectly in their own sentences.
T/L RESOURCES: Flashcards with the quantifiers few, a few, little and a little, Chart showing the quantifiers few, a few, little and a little
REFERENCES: Secondary English Bk 3 Pg 86-88
- Head Start English Bk3
- New Integrated English Bk 3
- Teacher’s Book
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
1. Writes sentences containing the quantifiers few, a few, little and a littleon the board.
2. Asks learners to explain the meaning of the quantifiers few, a few, little and a little.
3. Tells them that they will be learning phrasal verbs. |
1. Reads the sentence.
2. Explains the meaning of the quantifiers few, a few, little and a little.
3. Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Displays the chart containing the quantifiers few, a few, little and a little.
2. Explains more aboutthe quantifiers few, a few, little and a little.
3. Asks students to use the quantifiers few, a few, little and a littlelearnt in their own sentences.
4. Groups the learners and shows them the flashcards. |
1. Readsthe quantifiers few, a few, little and a little.
2. Listens and takes notes. Seeks clarification.
3. Usesthe quantifiers few, a few, little and a littlein sentences.
4. Adds a word to it and uses the phrasal verb formed in their own sentence. |
| CONCLUSION
5minutes |
(a) Asks students to give explain the meaning of the quantifiers few, a few, little and a littleand use them in sentences.
(b) Gives an exercise. |
(a) Explains the meaning of the quantifiers few, a few, little and a littleand use them in sentences.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
GRAMMAR
Quantifiers few, a few, little and a little |
COMMENTS:
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: WRITING
SUB-TOPIC:Imaginative Composition
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) State the steps in writing an imaginative composition.
(b) Follow the steps outlined in writing an imaginative composition.
T/L RESOURCES: Sample an imaginative composition
REFERENCES:
- Head Start English Bk 3 Pg 88-89
- Teachers Book page 98
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
1. Asks students whether they have ever written an imaginative composition.
2. Explains what an imaginative composition is.
3.Tells them that they are about to learn how to write an imaginative composition |
1. Says whether or not they have written an imaginative composition.
2. Listens and seeks clarification.
3. Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Issues the sample imaginative composition.
2. Asks students to list the elements of an imaginative composition.
3. Groups the learners. Asks them to write an imaginative compositionon the topic given.
4. Asks learners to read aloud some of the imaginative composition. |
1. Reads the imaginative compositionletter.
2. Lists the elements.
3. Write the imaginative composition.
4. Reads aloud the letter. |
| 5 CONCLUSION |
1. Asks students to outline the features of application letters.
2. Gives an exercise. |
1. Outlines the features.
2. Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
WRITING
Imaginative Compositions |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 3_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/ Blossoms of the Savannah
SUB-TOPIC: Plot analysis: Chapter Fifteen and Sixteen
OBJECTIVE: By the end of the lesson, the learner should be able to:
- a) Discuss the setting of Chapter Fifteen and Sixteen
- b) Explain the character traits, themes and style in Chapter Fifteen and Sixteen
T/L RESOURCES: Novel to be read
REFERENCES: Blossoms of the Savannah, Guide Books
| PART/TIME |
TEACHER’S ACTIVITES |
LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(a) Asks students to freely talk about
(b) Tells students that they will be reading Chapter Fifteen and Sixteen |
(a) Gives details about
(b) Listens and takes notes.
|
| DEVELOPMENT
30minutes |
1. Tells the students to read Chapter Fifteen and Sixteen of the novel.
2. Asks the students to explain the setting, and the character traits in the chapter.
3.Asks them to discuss in groups the themes and style in the chapter
4. Allows the groups to present their projects. |
1. Read in turns.
2.Explains the setting, traits, themes and style in the chapter
3.Discusses other traits of
4. Presents their project.
5. Listens and takes notes. |
| CONCLUSION
5 minutes |
(a) Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter
(b)Gives an assignment. |
(a) Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter
(b) Writes the assignment. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
READING
Blossoms of the Savannah
Plot Analysis
Chapter Fifteen and Sixteen |
COMMENTS:
……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………
