<p><strong>FORM THREE LESSON PLAN TERM </strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>LISTENING AND SPEAKING</p>
<p><strong>SUB-TOPIC:</strong> Stress</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Stress the appropriate syllables in words correctly</p>
<p>(b) Demonstrate appreciation of the fact that stress contributes to meaning</p>
<p><strong>T/L RESOURCES: </strong>Charts, blackboard</p>
<p><strong> REFERENCES: </strong>Secondary English Bk 3 Pg 1-2</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="666">
<tbody>
<tr>
<td width="109"><strong>PART/TIME</strong></td>
<td width="299"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="258"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="109">INTRODUCTION</p>
<p>4 minutes</td>
<td width="299">(a) Reviews the previous lesson. Asks learners to prepare to stress syllables in words appropriately.</p>
<p>(b) Tells the learners that they will be learning how to place stress in words correctly.</td>
<td width="258">(a) Explains how a speaker prepares to deliver a speech.</p>
<p>(b) Listens and takes notes.</td>
</tr>
<tr>
<td width="109">DEVELOPMENT</p>
<p>32 minutes</td>
<td width="299">1. Asks learners to read words after the teacher placing stress appropriately and correctly.</p>
<p>2. Explains how stress to identify the stressed syllables in words and how it shifts in words that have more than one meaning.</p>
<p>3. Groups the learners. Tell them to underline the stressed syllables in the words given.</p>
<p>4. Asks learners present their answers.</td>
<td width="258">1. States how they grabbed and kept the attention.</p>
<p>2. Listens and takes notes. Seeks clarification.</p>
<p> ;</p>
<p> ;</p>
<p>3. Discusses.</p>
<p> ;</p>
<p>4. Presents their answers.</td>
</tr>
<tr>
<td width="109">CONCLUSION</p>
<p>4 minutes</td>
<td width="299">a) Review how stress manifests itself in words.</p>
<p>b) Writes the exercise on the chalkboard.</td>
<td width="258">a) Explains the ways.</p>
<p>b) Writes the exercise in their exercise books.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="487"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> LISTENING AND SPEAKING</strong></p>
<p><strong>Stress</strong></p>
<p><strong>How to put stress in words</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p> ;</p>
<p><strong>FORM THREE LESSON PLAN TERM 1</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>STUDY SKILLS</p>
<p><strong>SUB-TOPIC:</strong> Study Reading</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ul>
<li>Develop techniques of studying.</li>
<li>Identify the main points and the supporting materials in a text.</li>
</ul>
<p><strong>T/L RESOURCES:</strong> Posters, chalkboard demonstration of sitting postures</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 2-3</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="750">
<tbody>
<tr>
<td width="117"><strong>PART/TIME</strong></td>
<td width="345"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="288"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="117">INTRODUCTION</p>
<p>5 minutes</td>
<td width="345">(a) Asks students to how they do their studies.</p>
<p>(b) Tells them that they would be learning how to develop good study techniques.</td>
<td width="288">(a) Gives the features of summary.</p>
<p>(b) Listens and takes notes.</td>
</tr>
<tr>
<td width="117">DEVELOPMENT</p>
<p>30 minutes</td>
<td width="345">1. Outlines the best study techniques for maximum concentration.</p>
<p>2. Issues a handout with a passage to be read.</p>
<p>3. Tells the learners to read it using the techniques explained and identify the main points as well as the supporting material.</p>
<p>4. Summarizes the points to consider when preparing for private studies</p>
<p> ;</td>
<td width="288">1. Listens and takes notes.</p>
<p>2. Reads the passage.</p>
<p>3. Writes down the answers.</p>
<p> ;</p>
<p>4. Writes a summary.</td>
</tr>
<tr>
<td width="117">CONCLUSION</p>
<p>5 minutes</td>
<td width="345">(a) Asks some students to read aloud their answers to the question given earlier.</p>
<p>(b) Writes an exercise on the chalkboard.</td>
<td width="288">(a) Corrects the others.</p>
<p> ;</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> STUDY SKILLS</strong></p>
<p><strong> Study Reading</strong></p>
<p><strong> Techniques of Concentration</strong></td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>READING/Comprehension</p>
<p><strong>SUB-TOPIC:</strong> The Miracle of Adolescence</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ul>
<li>Read the passage and respond to questions after it.</li>
<li>Use new words in sentences of their own.</li>
</ul>
<table>
<tbody>
<tr>
<td> ;</td>
</tr>
</tbody>
</table>
<p><strong>T/L RESOURCES:</strong> Picture on the students’ book/ Dictionaries</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 3-5</p>
<ul>
<li>Teacher’s Book</li>
</ul>
<table width="744">
<tbody>
<tr>
<td width="117"><strong>PART/TIME</strong></td>
<td width="362"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="265"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="117">INTRODUCTION</p>
<p>4 minutes</td>
<td width="362">(a) Talks about the issue raised in the passage without letting them know they are about to read a passage.</p>
<p>(b) Asks students question concerning the issue.</p>
<p>(c) Tells the students the passage they are about to read and asks them to open their course books.</td>
<td width="265">(a) Listens and seeks clarification.</p>
<p> ;</p>
<p> ;</p>
<p>(b) Answers the questions asked.</p>
<p> ;</p>
<p>(c) Opens their books.</td>
</tr>
<tr>
<td width="117">DEVELOPMENT</p>
<p>33 minutes</td>
<td width="362">1. Asks students to read the paragraphs in turns.</p>
<p>2. Asks students to retell the passage in their own words.</p>
<p>3. Asks students some questions on the passage.</p>
<p>4. Identifies some new words and asks students to give their meanings and use in each in their own words.</td>
<td width="265">1. Reads the paragraphs.</p>
<p>2. Retells the passage in their words.</p>
<p> ;</p>
<p>3. Answers the questions.</p>
<p>4. Gives the meanings of the words and use them in sentences of their own.</td>
</tr>
<tr>
<td width="117">CONCLUSION</p>
<p>3 minutes</td>
<td width="362">(a) Asks students to discuss the lessons they learn from the passage.</p>
<p>(b) Gives an exercise.</td>
<td width="265">(a) Discusses the lessons they learn from the passage.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> READING</strong></p>
<p><strong> COMPREHENSION</strong></p>
<p><strong>The Miracle of Adolescence</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>GRAMMAR</p>
<p><strong>SUB-TOPIC:</strong> Common ways of forming nouns</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Form nouns using common noun-forming suffixes correctly.</p>
<p>(b) Use nouns with suffixes correctly in sentences.</p>
<p><strong>T/L RESOURCES:</strong> Flashcards with suffixes</p>
<p>Chart showing suffixes</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 5-8</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="744">
<tbody>
<tr>
<td width="109"><strong>PART/TIME</strong></td>
<td width="367"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="269"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="109">INTRODUCTION</p>
<p>5 minutes</td>
<td width="367">(a) Writes a sentence containing a noun with a suffix on the board.</p>
<p>(b) Asks learners to identify the noun and the suffix.</p>
<p>(c) Tells them that they will be learning about ways of forming nouns.</td>
<td width="269">(a) Reads the sentence.</p>
<p>(b)</p>
<p>(c) Explains the meaning of the suffixes.</p>
<p>(d) Listens and takes notes.</td>
</tr>
<tr>
<td width="109">DEVELOPMENT</p>
<p>30 minutes</td>
<td width="367">1. Displays the chart containing suffixes.</p>
<p> ;</p>
<p>2. Explains more suffixes.</p>
<p> ;</p>
<p>3. Asks students to form nouns with the displayed suffixes in their own sentences.</p>
<p>4. Groups the learners and shows them the flashcards.</td>
<td width="269">1. Reads the nouns formed from the suffixes.</p>
<p>2. Listens and takes notes. Seeks clarification.</p>
<p>3. Uses the nouns formed from the suffixes in sentences.</p>
<p>4. Adds a word to it and uses the phrasal verb formed in their own sentence.</td>
</tr>
<tr>
<td width="109">CONCLUSION</p>
<p>5 minutes</td>
<td width="367">(a) Asks students to give more nouns formed from suffixes and use them in sentences.</p>
<p>(b) Gives an exercise.</td>
<td width="269">(a) Writes down the suggested nouns and uses them in sentences.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> GRAMMAR</strong></p>
<p><strong>Common Ways of Forming Nouns</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>WRITING</p>
<p><strong>SUB-TOPIC:</strong> Substitution in Writing</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Write neatly and legibly.</p>
<p>(b) Substitute words for others in order to eliminate clumsiness and repetition.</p>
<p><strong>T/L RESOURCES:</strong> Sample letter of application</p>
<p><strong> REFERENCES: </strong>Secondary English Bk 3 Pg 2-3</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="744">
<tbody>
<tr>
<td width="109"><strong>PART/TIME</strong></td>
<td width="349"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="286"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="109">INTRODUCTION</p>
<p>4 minutes</td>
<td width="349">(a) Asks students whether they know the meaning of substitution.</p>
<p>(b) Explains what substitution is.</p>
<p>(c) Tells them that they are about to learn how to use substitution to eliminate repetition.</td>
<td width="286">(a) Says whether they know the meaning of substitution.</p>
<p>(b) Listens and seeks clarification.</p>
<p>(c) Listens and takes notes.</td>
</tr>
<tr>
<td width="109">DEVELOPMENT</p>
<p>32 minutes</td>
<td width="349">1. Writes on the chalkboard some examples of substitution in sentences.</p>
<p>2. Groups the learners. Asks them to substitute repeated words with single words.</p>
<p>3. Asks learners to read aloud the substituted sentences.</td>
<td width="286">1. Reads the sentences.</p>
<p> ;</p>
<p>2. Write the exercise.</p>
<p> ;</p>
<p>3. Reads aloud the sentences.</td>
</tr>
<tr>
<td width="109">CONCLUSION</p>
<p>4 minutes</td>
<td width="349">(a) Asks students to outline the importance of substitution.</p>
<p>(b) Gives an exercise.</td>
<td width="286">(a) Outlines the importance.</p>
<p> ;</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="438"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> WRITING</strong></p>
<p><strong>Substitution in Writing</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>INTENSIVE READING/ Blossoms of the Savannah</p>
<p><strong>SUB-TOPIC:</strong> About the author, title, setting and synopsis:</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ol>
<li>a) Discuss the author, title, setting and synopsis in the text.</li>
</ol>
<p><strong>T/L RESOURCES:</strong> Novel to be read, Sample context and essay questions</p>
<p><strong>REFERENCES: </strong>Blossoms of the Savannah, Guide Books</p>
<table width="738">
<tbody>
<tr>
<td width="117"><strong>PART/TIME</strong></td>
<td width="344"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="276"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="117">INTRODUCTION</p>
<p>4 minutes</td>
<td width="344">a) Asks students to freely talk about the author, title, setting and synopsis</p>
<p>b) Tells students that they will be learning about the author, title, setting and synopsis</td>
<td width="276">a) Gives details about</p>
<p> ;</p>
<p>b) Listens and takes notes.</p>
<p> ;</td>
</tr>
<tr>
<td width="117">DEVELOPMENT</p>
<p>32 minutes</td>
<td width="344">1. Tells the students to read some sections of the novel.</p>
<p>2. Asks the students to explain the author, title, setting and synopsis.</p>
<p>3. Asks them to discuss in groups the author, title, setting and synopsis</p>
<p>4. Allows the groups to present their projects.</p>
<p> ;</td>
<td width="276">1. Reads the sections.</p>
<p>2. Explains about the author, title, setting and synopsis.</p>
<p> ;</p>
<p>3. Discusses the author, title, setting and synopsis</p>
<p>4. Presents their project.</p>
<p> ;</td>
</tr>
<tr>
<td width="117">CONCLUSION</p>
<p>4 minutes</td>
<td width="344">a) Asks students to suggest reasons for the title, setting and synopsis</p>
<p>b) Gives an assignment.</td>
<td width="276">a) Suggests reasons</p>
<p>b) Writes the assignment.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> READING</strong></p>
<p><strong> Blossoms of the savanna</strong></p>
<p><strong>Author, Title, Setting and Synopsis</strong></p>
<p><strong> </strong></td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>LISTENING AND SPEAKING</p>
<p><strong>SUB-TOPIC:</strong> Intonation</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Define intonation correctly.</p>
<p>(b) Use rising and falling intonation appropriately in sentences.</p>
<p><strong>T/L RESOURCES: </strong>Posters, chalk board</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 9-11</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="714">
<tbody>
<tr>
<td width="42"> ;</td>
<td width="111"><strong>PART/TIME</strong></td>
<td width="288"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="273"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td colspan="2" width="153">INTRODUCTION</p>
<p>4 minutes</td>
<td width="288">(a) Reviews the previous lesson. Asks how speakers prepare to use intonation in sentences.</p>
<p>(b) Tells the learners that they will be learning about intonation.</td>
<td width="273">(a) Explains what intonation is.</p>
<p> ;</p>
<p>(b) Listens and takes notes.</td>
</tr>
<tr>
<td colspan="2" width="153">DEVELOPMENT</p>
<p>32 minutes</td>
<td width="288">1. Asks learners the difference between rising and falling intonation.</p>
<p>2. Explains the situations when rising and falling intonation is used in sentences.</p>
<p>3. Groups the learners. Writes sentences on the chalkboard. Asks learners to identify the appropriate intonation.</p>
<p>4. Asks learners present their answers.</td>
<td width="273">1. States the difference between rising and falling intonation.</p>
<p>2. Listens and takes notes. Seeks clarification.</p>
<p>3. Discusses.</p>
<p> ;</p>
<p>4. Present their answers.</td>
</tr>
<tr>
<td colspan="2" width="153">CONCLUSION</p>
<p>4 minutes</td>
<td width="288">c) Asks them to explain the situations when rising and falling intonation is used.</p>
<p>d) Writes the exercise on the chalkboard.</td>
<td width="273">c) Explains the situations.</p>
<p>d) Writes the exercise in their exercise books.</td>
</tr>
<tr>
<td width="42"></td>
<td width="111"></td>
<td width="288"></td>
<td width="273"></td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="582"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> LISTENING AND SPEAKING</strong></p>
<p><strong>Intonation</strong></p>
<p><strong>Rising and Falling Intonation</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>STUDY SKILLS</p>
<p><strong>SUB-TOPIC:</strong> Techniques of Pre-reading</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ul>
<li>Survey reading materials and explain at a glance the impressions they get from the title.</li>
<li>Formulate three questions whose answers they expect to get when they read the passage.</li>
</ul>
<p><strong>T/L RESOURCES:</strong> Chalkboard</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 11-12</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="750">
<tbody>
<tr>
<td width="117"><strong>PART/TIME</strong></td>
<td width="345"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="288"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="117">INTRODUCTION</p>
<p>5 minutes</td>
<td width="345">(a) Asks students to give their impression of the title of the comprehension passage The bitter Forbidden Fruit.</p>
<p>(b) Tells them that they would be learning about the techniques of pre-reading.</td>
<td width="288">(a) Give their impressions.</p>
<p> ;</p>
<p> ;</p>
<p>(b) Listens and takes notes.</td>
</tr>
<tr>
<td width="117">DEVELOPMENT</p>
<p>30 minutes</td>
<td width="345">1. Explains how to survey a text.</p>
<p>2. Refers them to the passage The Bitter Forbidden Fruit to be survey.</p>
<p>3. Groups the learners. Tell them to formulate three questions whose answers are likely to be found the passage.</p>
<p>4. Tells learners to read the passage in turns and check if the answers to their questions can be found in the passage</p>
<p> ;</td>
<td width="288">1. Listens and takes notes.</p>
<p>2. Surveys the passage.</p>
<p> ;</p>
<p>3. Formulates the questions.</p>
<p> ;</p>
<p> ;</p>
<p>4. Compare their questions and their answers</p>
<p> ;</td>
</tr>
<tr>
<td width="117">CONCLUSION</p>
<p>5 minutes</td>
<td width="345">(a) Asks some students to read aloud their questions.</p>
<p>(b) Gives an exercise in the textbook.</td>
<td width="288">(a) Corrects the others.</p>
<p> ;</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> READING</strong></p>
<p><strong> Reading Skills</strong></p>
<p><strong> Techniques in Pre-reading</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>READING/comprehension</p>
<p><strong>SUB-TOPIC:</strong> The Bitter Forbidden Fruit</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ul>
<li>Read the passage and respond to questions after it.</li>
<li>Use new words in sentences of their own.</li>
</ul>
<table>
<tbody>
<tr>
<td> ;</td>
</tr>
</tbody>
</table>
<p><strong>T/L RESOURCES:</strong> Picture on the students’ book/ Dictionaries</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 12-14</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="768">
<tbody>
<tr>
<td width="105"><strong>PART/TIME</strong></td>
<td width="369"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="294"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="105">INTRODUCTION</p>
<p>4 minutes</td>
<td width="369">(a) Talks about the issue raised in the passage without letting them know they are about to read a passage.</p>
<p>(b)Asks students question concerning the issue.</p>
<p>(c) Tells the students the passage they are about to read and asks them to open their course books.</td>
<td width="294">(a) Listens and seeks clarification.</p>
<p> ;</p>
<p>(b) Answers the questions asked.</p>
<p>(c) Opens their books.</td>
</tr>
<tr>
<td width="105">DEVELOPMENT</p>
<p>33 minutes</td>
<td width="369">1. Asks students to read the paragraphs in turns.</p>
<p>2. Asks students to retell the passage in their own words.</p>
<p>3. Asks students some questions on the passage.</p>
<p>4. Identifies some new words and asks students to give their meanings and use in each in their own words.</td>
<td width="294">1. Reads the paragraphs.</p>
<p>2. Retells the passage in their words.</p>
<p> ;</p>
<p>3. Answers the questions.</p>
<p>4. Gives the meanings of the words and use them in sentences of their own.</td>
</tr>
<tr>
<td width="105">CONCLUSION</p>
<p>3 minutes</td>
<td width="369">(a) Asks students to discuss the lessons they learn from the passage.</p>
<p>(b) Gives an exercise.</td>
<td width="294">(a) Discusses the lessons they learn from the passage.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM </strong></p>
<p><strong> READING</strong></p>
<p><strong> COMPREHENSION</strong></p>
<p><strong>The Bitter Forbidden Fruit</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>GRAMMAR</p>
<p><strong>SUB-TOPIC:</strong> Gender-sensitive Language</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Define the term gender-sensitive language.</p>
<p>(b) Use gender-sensitive language in sentences.</p>
<p><strong>T/L RESOURCES:</strong> Flashcards with gender-sensitive words and terms</p>
<p>Chart showing gender-sensitive language</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 14-16</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="744">
<tbody>
<tr>
<td width="109"><strong>PART/TIME</strong></td>
<td width="367"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="268"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="109">INTRODUCTION</p>
<p>5 minutes</td>
<td width="367">(a) Writes a sentence containing a gender-sensitive word on the board.</p>
<p>(b) Asks learners to explain the meaning of gender-sensitive language</p>
<p>(c) Tells them that they will be learning about gender-sensitive language.</td>
<td width="268">(a) Reads the sentence.</p>
<p> ;</p>
<p>(b) Explains the meaning of the phrasal verb.</p>
<p> ;</p>
<p>(c) Listens and takes notes.</td>
</tr>
<tr>
<td width="109">DEVELOPMENT</p>
<p>30 minutes</td>
<td width="367">1. Displays the chart containing gender-sensitive terms.</p>
<p>2. Explains more gender-sensitive words.</p>
<p>3. Asks students to use the gender-sensitive terms learnt in their own sentences.</p>
<p>4. Groups the learners and shows them the flashcards.</td>
<td width="268">1. Reads the gender-sensitive terms.</p>
<p>2. Listens and takes notes. Seeks clarification.</p>
<p>3. Uses the gender-sensitive words in sentences.</p>
<p>4. Adds more gender-sensitive words to it.</td>
</tr>
<tr>
<td width="109">CONCLUSION</p>
<p>5 minutes</td>
<td width="367">(a) Asks students to use them in sentences.</p>
<p>(b) Gives an exercise.</td>
<td width="268">(a) Uses them in sentences.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> GRAMMAR</strong></p>
<p><strong>Gender-sensitive Language</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>WRITING</p>
<p><strong>SUB-TOPIC:</strong> Transitional words that add information</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Write neatly and legibly.</p>
<p>(b) Identify transitional words used in adding information.</p>
<p>(c) Use transitional words used in adding information correctly in sentences.</p>
<p><strong>T/L RESOURCES:</strong> Chart with transitional words, chalkboard</p>
<p><strong> REFERENCES: </strong>Secondary English Bk 3 Pg 16-17</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="744">
<tbody>
<tr>
<td width="109"><strong>PART/TIME</strong></td>
<td width="349"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="286"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="109">INTRODUCTION</p>
<p>4 minutes</td>
<td width="349">(a) Asks students to define transitional words.</p>
<p>(b) Explains what transitional words are.</p>
<p>(c) Tells them that they are about to learn about transitional words.</td>
<td width="286">(a) Says what transitional words are.</p>
<p>(b) Listens and seeks clarification.</p>
<p>(c) Listens and takes notes.</td>
</tr>
<tr>
<td width="109">DEVELOPMENT</p>
<p>32 minutes</td>
<td width="349">1. Displays the chart with transitional words to the learners.</p>
<p>2. Asks students to write them down in their books.</p>
<p>3. Groups the learners. Asks them to use the transitional words given in sentences of their own.</p>
<p>4. Asks learners to read aloud some of the sentences.</td>
<td width="286">1. Reads the transitional words.</p>
<p>2. Writes the transitional words in their exercise books.</p>
<p>3. Discuss and write sentences using transitional words.</p>
<p>4. Reads aloud the sentences.</td>
</tr>
<tr>
<td width="109">CONCLUSION</p>
<p>4 minutes</td>
<td width="349">(a) Asks students to suggest more transitional words.</p>
<p>(b) Gives an exercise.</td>
<td width="286">(a) Suggests more transitional words.</p>
<p>(b)Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="438"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> WRITING</strong></p>
<p><strong>Transitional words that add more information</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>READING/ Blossoms of the Savannah</p>
<p><strong>SUB-TOPIC:</strong> Plot analysis: Chapter One and Two</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ol>
<li>a) Discuss the setting of chapter one and Two.</li>
<li>b) Explain the character traits, themes and style in Chapter One and Two</li>
</ol>
<p><strong>T/L RESOURCES:</strong> Novel to be read, Guidebooks</p>
<p><strong>REFERENCES: </strong>Blossoms of the savanna, Guide Books</p>
<table width="744">
<tbody>
<tr>
<td width="109"><strong>PART/TIME</strong></td>
<td width="349"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="286"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="109">INTRODUCTION</p>
<p>4 minutes</td>
<td width="349">(a) Asks students to freely talk about the novel</p>
<p>(b) Tells students that they will be reading Chapter One and Two</td>
<td width="286">(a) Gives details about the novel</p>
<p>(b) Listens and takes notes.</p>
<p> ;</td>
</tr>
<tr>
<td width="109">DEVELOPMENT</p>
<p>32 minutes</td>
<td width="349">1. Tells the students to read Chapter one and Two of the novel.</p>
<p>2. Asks the students to explain the setting, and the character traits in the chapter.</p>
<p>3. Asks them to discuss in groups the themes and style in the chapter</p>
<p>4. Allows the groups to present their projects.</td>
<td width="286">1. Read in turns.</p>
<p>2. Explains the setting, traits, themes and style in the chapter</p>
<p>3. 4. Presents their project.</p>
<p> ;</p>
<p>4. Listens and takes notes.</td>
</tr>
<tr>
<td width="109">CONCLUSION</p>
<p>4 minutes</td>
<td width="349">1. Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter</p>
<p>2. Gives an assignment.</td>
<td width="286">1. Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter</p>
<p>2. Writes the assignment.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> READING</strong></p>
<p><strong> Blossoms of the savanna</strong></p>
<p><strong>Plot analysis</strong></p>
<p><strong>Chapter </strong><strong>One and Two</strong></p>
<p><strong> </strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>LISTENING AND SPEAKING</p>
<p><strong>SUB-TOPIC:</strong> Rhythm</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Define rhythm in poetry.</p>
<p>(b) Identify features of rhythm in poetry.</p>
<p><strong>T/L RESOURCES: </strong>Chart with features of rhythm, chalkboard</p>
<p><strong> REFERENCES: </strong>Secondary English Bk 3 Pg 18-20</p>
<ul>
<li>Understanding Poetry by Ezekiel Alembi</li>
</ul>
<ul>
<li>Teacher’s Book</li>
</ul>
<p> ;</p>
<table>
<tbody>
<tr>
<td width="96"><strong>PART/TIME</strong></td>
<td width="288"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="192"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="96">INTRODUCTION</p>
<p>4 minutes</td>
<td width="288">(a) Reviews the previous lesson. Asks learners to define rhythm.</p>
<p>(b) Tells the learners that they will be learning about rhythm in poetry.</td>
<td width="192">(a) Explains the meaning of rhythm.</p>
<p>(b) Listens and takes notes.</td>
</tr>
<tr>
<td width="96">DEVELOPMENT</p>
<p>32 minutes</td>
<td width="288">1. Asks learners to read a given poem aloud in chorus.</p>
<p>2. Explains the features of rhythm in a poem.</p>
<p>3. Groups the learners. Give them another poem and tell them to identify features of rhythm in the poem.</p>
<p>4. Asks learners present their answers.</td>
<td width="192">1. Read the poem aloud in chorus.</p>
<p>2. Listens and takes notes. Seeks clarification.</p>
<p>3. Discusses.</p>
<p> ;</p>
<p>4. Presents their answers.</td>
</tr>
<tr>
<td width="96">CONCLUSION</p>
<p>4 minutes</td>
<td width="288">(a) Asks them to explain the features of rhythm in a poem.</p>
<p>(b) Gives an exercise in their textbook.</td>
<td width="192">(a) Explains the features.</p>
<p>(b) Writes the exercise in their exercise books.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="487"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> LISTENING AND SPEAKING</strong></p>
<p><strong>Poetry</strong></p>
<p><strong>Rhythm</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>STUDY SKILLS</p>
<p><strong>SUB-TOPIC:</strong> Concentration techniques in reading</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ul>
<li>Read a passage given and respond to questions on it.</li>
<li>Summarize the passage read.</li>
</ul>
<p><strong>T/L RESOURCES:</strong> Chalkboard</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 20-21</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="750">
<tbody>
<tr>
<td width="117"><strong>PART/TIME</strong></td>
<td width="345"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="288"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="117">INTRODUCTION</p>
<p>5 minutes</td>
<td width="345">(a) Asks students to give their impression of the title of the comprehension passage Kinetic Theory and Gas Laws.</p>
<p>(b) Tells them that they would be learning about the techniques of pre-reading.</td>
<td width="288">(a) Give their impressions.</p>
<p> ;</p>
<p> ;</p>
<p>(b) Listens and takes notes.</td>
</tr>
<tr>
<td width="117">DEVELOPMENT</p>
<p>30 minutes</td>
<td width="345">1. Explains how to survey a text.</p>
<p>2. Refers them to the passage Kinetic Theory and Gas Laws to be survey.</p>
<p>3. Groups the learners. Tell them to formulate three questions whose answers are likely to be found the passage.</p>
<p>4. Tells learners to read the passage in turns and check if the answers to their questions can be found in the passage</p>
<p> ;</td>
<td width="288">1. Listens and takes notes.</p>
<p>2. Surveys the passage.</p>
<p> ;</p>
<p>3. Formulates the questions.</p>
<p> ;</p>
<p> ;</p>
<p>4. Compare their questions and their answers</p>
<p> ;</td>
</tr>
<tr>
<td width="117">CONCLUSION</p>
<p>5 minutes</td>
<td width="345">(a) Asks some students to read aloud their questions.</p>
<p>(b) Gives an exercise in the textbook.</td>
<td width="288">(a) Corrects the others.</p>
<p> ;</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> READING</strong></p>
<p><strong> Reading Skills</strong></p>
<p><strong> Concentration techniques in reading</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>READING/comprehension</p>
<p><strong>SUB-TOPIC:</strong> Restoring Integrity in the Public Service</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ul>
<li>Read the passage and respond to questions after it.</li>
<li>Use new words in sentences of their own.</li>
</ul>
<table>
<tbody>
<tr>
<td> ;</td>
</tr>
</tbody>
</table>
<p><strong>T/L RESOURCES:</strong> Picture on the students’ book/ Dictionaries</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 21-24</p>
<ul>
<li>Teacher’s Book</li>
</ul>
<table width="744">
<tbody>
<tr>
<td width="117"><strong>PART/TIME</strong></td>
<td width="362"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="265"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="117">INTRODUCTION</p>
<p>4 minutes</td>
<td width="362">(a) Talks about the issue raised in the passage without letting them know they are about to read a passage.</p>
<p>(b) Asks students question concerning the issue.</p>
<p>(c) Tells the students the passage they are about to read and asks them to open their course books.</td>
<td width="265">(a) Listens and seeks clarification.</p>
<p> ;</p>
<p>(b) Answers the questions asked.</p>
<p>(c) Opens their books.</td>
</tr>
<tr>
<td width="117">DEVELOPMENT</p>
<p>33 minutes</td>
<td width="362">1. Asks students to read the paragraphs in turns.</p>
<p>2. Asks students to retell the passage in their own words.</p>
<p>3. Asks students some questions on the passage.</p>
<p>4. Identifies some new words and asks students to give their meanings and use in each in their own words.</td>
<td width="265">1. Reads the paragraphs.</p>
<p>2. Retells the passage in their words.</p>
<p>3. Answers the questions.</p>
<p>4. Gives the meanings of the words and use them in sentences of their own.</td>
</tr>
<tr>
<td width="117">CONCLUSION</p>
<p>3 minutes</td>
<td width="362">(a) Asks students to discuss the lessons they learn from the passage.</p>
<p>(b) Gives an exercise.</td>
<td width="265">(a) Discusses the lessons they learn from the passage.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 4</strong></p>
<p><strong> READING</strong></p>
<p><strong> COMPREHENSION</strong></p>
<p><strong>Restoring Integrity in the Public Service</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>GRAMMAR</p>
<p><strong>SUB-TOPIC:</strong> Case in Pronouns</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Explain the meaning of case in pronouns</p>
<p>(b) Identify pronouns in their various case forms</p>
<p>(c) Use pronouns correctly in the various case forms</p>
<p><strong>T/L RESOURCES:</strong> Flashcards with various case forms of pronouns</p>
<p>Chart showing various case forms of pronouns</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 24-27</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="744">
<tbody>
<tr>
<td width="109"><strong>PART/TIME</strong></td>
<td width="367"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="269"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="109">INTRODUCTION</p>
<p>5minutes</td>
<td width="367">(a) Writes a sentence containing pronoun on the board.</p>
<p>(b) Asks learners to explain the meaning of case in pronouns</p>
<p>(c) Tells them that they will be learning about case in pronouns.</td>
<td width="269">(a) Reads the sentence.</p>
<p>(b) Explains the meaning of the phrasal verb.</p>
<p>(c) Listens and takes notes.</td>
</tr>
<tr>
<td width="109">DEVELOPMENT</p>
<p>30 minutes</td>
<td width="367">1. Displays the chart containing various case forms of pronouns.</p>
<p>2. Explains more about the various cases of pronouns.</p>
<p>3. Asks students to use the various case forms of pronouns in sentences of their own.</p>
<p>4. Groups the learners and shows them the flashcards showing the various case forms of pronouns.</td>
<td width="269">1. Reads the pronouns in their various cases.</p>
<p>2. Listens and takes notes. Seeks clarification.</p>
<p>3. Uses the various case forms of pronouns in sentences.</p>
<p>4. Write down the pronouns on the flashcards.</td>
</tr>
<tr>
<td width="109">CONCLUSION</p>
<p>5 minutes</td>
<td width="367">(a) Asks students to use them in sentences.</p>
<p>(b) Gives an exercise.</td>
<td width="269">(a) Use them in sentences.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> GRAMMAR</strong></p>
<p><strong>Pronouns</strong></p>
<p><strong>Case in Pronouns</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>WRITING</p>
<p><strong>SUB-TOPIC:</strong> Transitional Words that show Contrast</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Write neatly and legibly.</p>
<p>(b) Identify transitional words that show contrast.</p>
<p>(c) Correctly use transitional words that show contrast</p>
<p><strong>T/L RESOURCES:</strong> Chart with transitional words that show contrast</p>
<p><strong> REFERENCES: </strong>Secondary English Bk 3 Pg 28</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="744">
<tbody>
<tr>
<td width="109"><strong>PART/TIME</strong></td>
<td width="349"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="286"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="109">INTRODUCTION</p>
<p>4 minutes</td>
<td width="349">(a) Asks students to define transitional words.</p>
<p>(b) Explains what transitional words are.</p>
<p>(c) Tells them that they are about to learn about transitional words that show contrast.</td>
<td width="286">(a) Says what transitional words are.</p>
<p>(b) Listens and seeks clarification.</p>
<p>(c) Listens and takes notes.</td>
</tr>
<tr>
<td width="109">DEVELOPMENT</p>
<p>32 minutes</td>
<td width="349">1. Displays the chart with transitional words that show contrast to the learners.</p>
<p>2. Asks students to write them down in their books.</p>
<p>3. Groups the learners. Asks them to use the transitional words given in sentences of their own.</p>
<p>5. Asks learners to read aloud some of the sentences.</td>
<td width="286">1. Reads the transitional words.</p>
<p>2. Writes the transitional words in their exercise books.</p>
<p>3. Discuss and write sentences using transitional words.</p>
<p>4. Reads aloud the sentences.</td>
</tr>
<tr>
<td width="109">CONCLUSION</p>
<p>4 minutes</td>
<td width="349">(a) Asks students to suggest more transitional words.</p>
<p>(b) Gives an exercise.</td>
<td width="286">(a) Suggests more transitional words.</p>
<p>(b)Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="438"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> WRITING</strong></p>
<p><strong>Transitional words that show contrast</strong></td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>READING/ Blossoms of the savanna</p>
<p><strong>SUB-TOPIC:</strong> Plot analysis: Chapter Three and Four</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ol>
<li>a) Discuss the setting of Chapter Three and Four</li>
<li>b) Explain the character traits, themes and style in Chapter Three and Four</li>
</ol>
<p><strong>T/L RESOURCES:</strong> Novel to be read</p>
<p><strong>REFERENCES: </strong>Blossoms of the Savannah, Guide Books</p>
<table width="744">
<tbody>
<tr>
<td width="109"><strong>PART/TIME</strong></td>
<td width="349"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="286"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="109">INTRODUCTION</p>
<p>5minutes</td>
<td width="349">(a) Asks students to freely talk about</p>
<p>(b) Tells students that they will be reading Chapter Three and Four</td>
<td width="286">(a) Gives details about</p>
<p>(b) Listens and takes notes.</p>
<p> ;</td>
</tr>
<tr>
<td width="109">DEVELOPMENT</p>
<p>30minutes</td>
<td width="349">1. Tells the students to read Chapter Three and Four of the novel.</p>
<p>2. Asks the students to explain the setting, and the character traits in the chapter.</p>
<p>3.Asks them to discuss in groups the themes and style in the chapter</p>
<p>4. Allows the groups to present their projects.</td>
<td width="286">1. Read in turns.</p>
<p>2.Explains the setting, traits, themes and style in the chapter</p>
<p>3.Discusses other traits of</p>
<p>4. Presents their project.</p>
<p> ;</td>
</tr>
<tr>
<td width="109">CONCLUSION</p>
<p>5minutes</td>
<td width="349">1.Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter</p>
<p>2. Gives an assignment.</td>
<td width="286">1.Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter</p>
<p>2. Writes the assignment.</td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> READING</strong></p>
<p><strong> Blossoms of the Savannah</strong></p>
<p><strong>Plot Analysis</strong></p>
<p><strong>Chapter </strong><strong>Three and Four</strong></p>
<p><strong> </strong></td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>LISTENING AND SPEAKING</p>
<p><strong>SUB-TOPIC:</strong> Alliteration and assonance</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Define alliteration and assonance</p>
<p>(b) Identify alliteration and assonance in a given poem.</p>
<p>(c) Use alliteration and assonance in a poem.</p>
<p><strong>T/L RESOURCES: </strong>Charts with examples of alliteration and assonance, chalkboard</p>
<p><strong> REFERENCES: </strong>Secondary English Bk 3 Pg 28</p>
<ul>
<li>Understanding Poetry</li>
<li>Teacher’s Book</li>
</ul>
<table width="720">
<tbody>
<tr>
<td width="175"><strong>PART/TIME</strong></td>
<td width="288"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="257"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="175">INTRODUCTION</p>
<p>5minutes</td>
<td width="288">(a) Reviews the previous lesson. Asks learners to define alliteration and assonance.</p>
<p>(b) Tells the learners that they will be learning about alliteration and assonance.</td>
<td width="257">(a) Explains how a speaker prepares to deliver a speech.</p>
<p>(b) Listens and takes notes.</td>
</tr>
<tr>
<td width="175">DEVELOPMENT</p>
<p>30minutes</td>
<td width="288">1. Asks learners to differentiate between alliteration and assonance.</p>
<p>2. Explains the meanings of alliteration and assonance and their difference.</p>
<ol>
<li>Groups the learners. Gives them a poem. Asks learners to identify alliteration and assonance in the poem.</li>
<li>Asks learners present their answers.</li>
</ol>
</td>
<td width="257">1. Differentiates between alliteration and assonance.</p>
<p>2. Listens and takes notes. Seeks clarification.</p>
<p>3. Discusses.</p>
<ol>
<li>Presents their answers.</li>
</ol>
</td>
</tr>
<tr>
<td width="175">CONCLUSION</p>
<p>5minutes</td>
<td width="288">(a) Asks them to explain what alliteration and assonance is and their differences.</p>
<p>(b) Writes the exercise on the chalkboard.</td>
<td width="257">(a) Explains the ways.</p>
<p> ;</p>
<p>(b) Writes the exercise in their exercise books.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="487"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> LISTENING AND SPEAKING</strong></p>
<p><strong>Poetry</strong></p>
<p><strong>Alliteration and assonance</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>STUDY SKILLS</p>
<p><strong>SUB-TOPIC:</strong> Note-making</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ul>
<li>Read a passage given and respond to questions on it.</li>
<li>Make notes from the passage read.</li>
</ul>
<p><strong>T/L RESOURCES:</strong> Articles and passage to be read</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 31-32</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="744">
<tbody>
<tr>
<td width="117"><strong>PART/TIME</strong></td>
<td width="344"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="282"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="117">INTRODUCTION</p>
<p>5minutes</td>
<td width="344">(a) Asks students to give the features of note-making.</p>
<p>(b) Tells them that they would be learning how to make notes effectively.</td>
<td width="282">(a) Gives the features of note-making.</p>
<p>(b) Listens and takes notes.</td>
</tr>
<tr>
<td width="117">DEVELOPMENT</p>
<p>30 minutes</td>
<td width="344">1. Outlines the steps in making notes.</p>
<p>2. Issues a handout with a passage to be read.</p>
<p>3. Groups the learners. Writes 2 questions to be answered in note form.</p>
<p>4. Asks individuals to write notes using the points drafted in step 3 above.</td>
<td width="282">1. Listens and takes notes.</p>
<p>2. Reads the passage.</p>
<ol>
<li>Writes a draft in note form..</li>
<li>Writes notes from the passage.</li>
</ol>
</td>
</tr>
<tr>
<td width="117">CONCLUSION</p>
<p>4 minutes</td>
<td width="344">(a) Asks some students to read aloud their notes.</p>
<p>(b) Writes an exercise on the chalkboard.</td>
<td width="282">(a) Corrects the others.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> READING</strong></p>
<p><strong> Reading Skills</strong></p>
<p><strong> Note-making</strong></td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>READING/comprehension</p>
<p><strong>SUB-TOPIC:</strong> Women Break from Shackles of Traditions</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ul>
<li>Read the passage and respond to questions after it.</li>
<li>Use new words in sentences of their own.</li>
</ul>
<table>
<tbody>
<tr>
<td> ;</td>
</tr>
</tbody>
</table>
<p><strong>T/L RESOURCES:</strong> Picture on the students’ book/ Dictionaries</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 32-34</p>
<ul>
<li>Teacher’s Book</li>
</ul>
<table width="744">
<tbody>
<tr>
<td width="117"><strong>PART/TIME</strong></td>
<td width="362"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="265"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="117">INTRODUCTION</p>
<p>4 minutes</td>
<td width="362">(a) Talks about the issue raised in the passage without letting them know they are about to read a passage.</p>
<p>(b) Asks students question concerning the issue.</p>
<p>(c) Tells the students the passage they are about to read and asks them to open their course books.</td>
<td width="265">(a) Listens and seeks clarification.</p>
<p> ;</p>
<p>(b) Answers the questions asked.</p>
<p>(c) Opens their books.</td>
</tr>
<tr>
<td width="117">DEVELOPMENT</p>
<p>33minutes</td>
<td width="362">1. Asks students to read the paragraphs in turns.</p>
<p>2. Asks students to retell the passage in their own words.</p>
<ol>
<li>Asks students some questions on the passage.</li>
<li>Identifies some new words and asks students to give their meanings and use in each in their own words.</li>
</ol>
</td>
<td width="265">1. Reads the paragraphs.</p>
<p>2. Retells the passage in their words.</p>
<p>3. Answers the questions.</p>
<ol>
<li>Gives the meanings of the words and use them in sentences of their own.</li>
</ol>
</td>
</tr>
<tr>
<td width="117">CONCLUSION</p>
<p>3 minutes</td>
<td width="362">(a) Asks students to discuss the lessons they learn from the passage.</p>
<p>(b) Gives an exercise.</td>
<td width="265">(a) Discusses the lessons they learn from the passage.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> READING</strong></p>
<p><strong> COMPREHENSION</strong></p>
<p><strong>Women Break from Shackles of Traditions</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>GRAMMAR</p>
<p><strong>SUB-TOPIC:</strong> Demonstratives</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Define demonstratives.</p>
<p>(b) Use demonstratives in sentences correctly.</p>
<p><strong>T/L RESOURCES:</strong> Flashcards with demonstratives, Chart showing demonstratives</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 34-36</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="744">
<tbody>
<tr>
<td width="109"><strong>PART/TIME</strong></td>
<td width="367"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="268"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="109">INTRODUCTION</p>
<p>5minutes</td>
<td width="367">(a) Writes a sentence containing a demonstrative on the board.</p>
<p>(b) Asks identify the demonstrative.</p>
<p>(c) Tells them that they will be learning demonstratives.</td>
<td width="268">(A) Reads the sentence.</p>
<p>(B) Explains the meaning of the phrasal verb.</p>
<p>(C) Listens and takes notes.</td>
</tr>
<tr>
<td width="109">DEVELOPMENT</p>
<p>30 minutes</td>
<td width="367">1. Displays the chart containing demonstratives.</p>
<p>2. Explains more about demonstratives.</p>
<p>3. Asks students to use the demonstratives learnt in their own sentences.</p>
<p>4. Groups the learners and shows them the flashcards.</td>
<td width="268">1. Reads the demonstratives.</p>
<p>2. Listens and takes notes. Seeks clarification.</p>
<p>3. Uses the demonstratives in sentences.</p>
<p>4. Adds a word to it and uses the demonstratives formed in their own sentence.</td>
</tr>
<tr>
<td width="109">CONCLUSION</p>
<p>4 minutes</td>
<td width="367">(a) Asks students to give explain the meaning of some demonstratives and use them in sentences.</p>
<p>(b) Gives an exercise.</td>
<td width="268">(a) Explains the meaning of the demonstratives and use them in sentences.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> GRAMMAR</strong></p>
<p><strong>Demonstratives</strong></p>
<p><strong> </strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>WRITING</p>
<p><strong>SUB-TOPIC:</strong> Transitional Words that show consequences, cause and effect</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Write neatly and legibly.</p>
<p>(b) Identify transitional words that show consequences, cause and effect.</p>
<p>(c) Correctly use transitional words that show consequences, cause and effect</p>
<p><strong>T/L RESOURCES:</strong> Chart with transitional words that show consequences, cause and effect</p>
<p><strong> REFERENCES: </strong>Secondary English Bk 3 Pg 36-37</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="744">
<tbody>
<tr>
<td width="109"><strong>PART/TIME</strong></td>
<td width="349"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="286"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="109">INTRODUCTION</p>
<p>4 minutes</td>
<td width="349">(a) Asks students to define transitional words.</p>
<p>(b) Explains what transitional words are.</p>
<p>(c) Tells them that they are about to learn about transitional words that show consequences, cause and effect.</td>
<td width="286">(a) Says what transitional words are.</p>
<p>(b) Listens and seeks clarification.</p>
<p>(c) Listens and takes notes.</td>
</tr>
<tr>
<td width="109">DEVELOPMENT</p>
<p>32 minutes</td>
<td width="349">1. Displays the chart with transitional words that show consequences, cause and effect to the learners.</p>
<p>2. Asks students to write them down in their books.</p>
<p>3. Groups the learners. Asks them to use the transitional words given in sentences of their own.</p>
<p>4. Asks learners to read aloud some of the sentences.</td>
<td width="286">1. Reads the transitional words.</p>
<p>2. Writes the transitional words in their exercise books.</p>
<p>3. Discuss and write sentences using transitional words.</p>
<p>4.Reads aloud the sentences.</td>
</tr>
<tr>
<td width="109">CONCLUSION</p>
<p>4 minutes</td>
<td width="349">(a) Asks students to suggest more transitional words.</p>
<p>(b) Gives an exercise.</td>
<td width="286">(a) Suggests more transitional words.</p>
<p>(b)Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="438"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> WRITING</strong></p>
<p><strong>Transitional words that show </strong><strong>consequences, cause and effect</strong></td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>READING/ Blossoms of the Savannah</p>
<p><strong>SUB-TOPIC:</strong> Plot analysis: Chapter Five and Six</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ol>
<li>a) Discuss the setting of Chapter Five and Six</li>
<li>b) Explain the character traits, themes and style in Chapter Five and Six</li>
</ol>
<p><strong>T/L RESOURCES:</strong> Novel to be read</p>
<p><strong>REFERENCES: </strong>Blossoms of the Savannah, Guide Books</p>
<table width="726">
<tbody>
<tr>
<td width="109"><strong>PART/TIME</strong></td>
<td width="349"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="268"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="109">INTRODUCTION</p>
<p>5 minutes</td>
<td width="349">1.Asks students to freely talk about</p>
<p>2.Tells students that they will be reading Chapter Five and Six</td>
<td width="268">1.Gives details about</p>
<p>2. Listens and takes notes.</p>
<p> ;</td>
</tr>
<tr>
<td width="109">DEVELOPMENT</p>
<p>31 minutes</td>
<td width="349">1. Tells the students to read Chapter Five and Six of the novel.</p>
<p>2. Asks the students to explain the setting, and the character traits in the chapter.</p>
<p>3.Asks them to discuss in groups the themes and style in the chapter</p>
<p>4. Allows the groups to present their projects.</td>
<td width="268">1. Read in turns.</p>
<p>2.Explains the setting, traits, themes and style in the chapter</p>
<p>3.Discusses other traits of</p>
<p>4. Presents their project.</p>
<p> ;</td>
</tr>
<tr>
<td width="109">CONCLUSION</p>
<p>4 Minutes</td>
<td width="349">1.Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter</p>
<p>2. Gives an assignment.</td>
<td width="268">1.Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter</p>
<p>2. Writes the assignment.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> READING</strong></p>
<p><strong> Blossoms of the Savannah</strong></p>
<p><strong>Plot Analysis</strong></p>
<p><strong>Chapter </strong><strong>Five and Six</strong></p>
<p><strong> </strong></td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>LISTENING AND SPEAKING/ Oral Literature</p>
<p><strong>SUB-TOPIC:</strong> Dilemma Stories</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Define a dilemma story.</p>
<p>(b) Identify the features of dilemma stories.</p>
<p>(c) Discuss the functions of dilemma stories</p>
<p><strong>T/L RESOURCES: </strong></p>
<p><strong> REFERENCES: </strong>Secondary English Bk 3 Pg 36-37</p>
<ul>
<li>Oral Literature for Schools</li>
<li>Teacher’s Book</li>
</ul>
<p> ;</p>
<table>
<tbody>
<tr>
<td width="96"><strong>PART/TIME</strong></td>
<td width="288"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="192"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="96">INTRODUCTION</p>
<p>4 minutes</td>
<td width="288">(a) Reviews the previous lesson. Asks learners to define dilemma stories.</p>
<p>(b) Tells the learners that they will be learning about dilemma stories</td>
<td width="192">(a) Explains how a speaker prepares to deliver a speech.</p>
<p>(b) Listens and takes notes.</td>
</tr>
<tr>
<td width="96">DEVELOPMENT</p>
<p>32 minutes</td>
<td width="288">1. Narrates a dilemma story to the learners.</p>
<p>2. Explains the features and functions of a dilemma story.</p>
<ol>
<li>Groups the learners. Gives the learners a sample dilemma story. Asks learners to identify the features of a dilemma story in it.</li>
<li>Asks learners present their projects.</li>
</ol>
</td>
<td width="192">1. States how they grabbed and kept the attention.</p>
<p>2. Listens and takes notes. Seeks clarification.</p>
<ol>
<li>Discusses.</li>
<li>Presents their projects.</li>
</ol>
</td>
</tr>
<tr>
<td width="96">CONCLUSION</p>
<p>4 minutes</td>
<td width="288">(a) Asks them to narrate a dilemma story of their own.</p>
<p>(b) Gives them an exercise.</td>
<td width="192">(a) Explains the ways.</p>
<p>(b) Writes the exercise in their exercise books.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="487"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> LISTENING AND SPEAKING</strong></p>
<p><strong>Oral Literature</strong></p>
<p><strong>Dilemma Stories</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>STUDY SKILLS</p>
<p><strong>SUB-TOPIC:</strong> Studying a Poem</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ul>
<li>Develop an interest in reading poetry</li>
<li>Distinguish among different kinds of vocabulary used in a poem.</li>
<li>Relate diction to the meaning of the poem</li>
</ul>
<p><strong>T/L RESOURCES:</strong> Articles and passage to be read</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 40-41</p>
<ul>
<li>Understanding Poetry</li>
<li>Teacher’s Book</li>
</ul>
<table width="744">
<tbody>
<tr>
<td width="117"><strong>PART/TIME</strong></td>
<td width="344"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="282"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="117">INTRODUCTION</p>
<p>5 minutes</td>
<td width="344">(a) Asks students to give the features of a poem.</p>
<p>(b) Tells them that they would be learning about diction in a poem.</td>
<td width="282">(a) Gives the features of a poem.</p>
<p>(b) Listens and takes notes.</td>
</tr>
<tr>
<td width="117">DEVELOPMENT</p>
<p>31 minutes</td>
<td width="344">1. Reads through a given poem.</p>
<p>2. Identifies the key words in the poem and explains their meanings.</p>
<p>3. Groups the learners. Gives them another poem and tells them to identify the key words in the poem and explain their meanings.</p>
<p>4. Asks the groups to present their findings.</td>
<td width="282">1. Listens to the poem</p>
<p>2. Takes down notes.</p>
<p>3. Discusses the poem and writes down the key words</p>
<p>4. Presents their findings</p>
<p> ;</td>
</tr>
<tr>
<td width="117">CONCLUSION</p>
<p>4 minutes</td>
<td width="344">(a) Gives an exercise in the textbook.</td>
<td width="282">(a) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> READING</strong></p>
<p><strong> Reading Skills</strong></p>
<p><strong>Studying a poem through analysis of diction</strong></td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>READING/comprehension</p>
<p><strong>SUB-TOPIC:</strong> Citizens Role in Good Governance</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ul>
<li>Read the passage and respond to questions after it.</li>
<li>Use new words in sentences of their own.</li>
</ul>
<table>
<tbody>
<tr>
<td> ;</td>
</tr>
</tbody>
</table>
<p><strong>T/L RESOURCES:</strong> Picture on the students’ book/ Dictionaries</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 43-45</p>
<ul>
<li>Teacher’s Book</li>
</ul>
<table width="738">
<tbody>
<tr>
<td width="117"><strong>PART/TIME</strong></td>
<td width="362"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="259"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="117">INTRODUCTION</p>
<p>4 minutes</td>
<td width="362">(a) Talks about the issue raised in the passage without letting them know they are about to read a passage.</p>
<p>(b) Asks students question concerning the issue.</p>
<p>(c) Tells the students the passage they are about to read and asks them to open their course books.</td>
<td width="259">(a) Listens and seeks clarification.</p>
<p> ;</p>
<p>(b) Answers the questions asked.</p>
<p>(c) Open their books.</td>
</tr>
<tr>
<td width="117">DEVELOPMENT</p>
<p>32 minutes</td>
<td width="362">1. Asks students to read the paragraphs in turns.</p>
<p>2. Asks students to retell the passage in their own words.</p>
<ol>
<li>Asks students some questions on the passage.</li>
<li>Identifies some new words and asks students to give their meanings and use in each in their own words.</li>
</ol>
</td>
<td width="259">1. Reads the paragraphs.</p>
<p>2. Retells the passage in their words.</p>
<ol>
<li>Answers the questions.</li>
<li>Gives the meanings of the words and use them in sentences of their own.</li>
</ol>
</td>
</tr>
<tr>
<td width="117">CONCLUSION</p>
<p>4minutes</td>
<td width="362">(a) Asks students to discuss the lessons they learn from the passage.</p>
<p>(b) Gives an exercise.</td>
<td width="259">(a) Discusses the lessons they learn from the passage.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> READING</strong></p>
<p><strong> COMPREHENSION</strong></p>
<p><strong> Citizens Role in Good Governance</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….</strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>GRAMMAR</p>
<p><strong>SUB-TOPIC:</strong> Transitive and intransitive verbs</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Explain the meaning of Transitive and intransitive verbs.</p>
<p>(b) Use Transitive and intransitive verbs in their own sentences.</p>
<p><strong>T/L RESOURCES:</strong> Flashcards with transitive and intransitive verbs, Chart showing transitive and intransitive verbs</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 45-48</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="738">
<tbody>
<tr>
<td width="111"><strong>PART/TIME</strong></td>
<td width="365"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="262"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="111">INTRODUCTION</p>
<p>5 minutes</td>
<td width="365">1. Writes sentences containing transitive and intransitive verbs on the board.</p>
<p>2. Asks learners to explain the difference between transitive and intransitive verbs.</p>
<ol>
<li>Tells them that they will be learning transitive and intransitive verbs.</li>
</ol>
</td>
<td width="262">1. Reads the sentences.</p>
<p>2. Explains the difference between transitive and intransitive verbs</p>
<ol>
<li>Listens and takes notes.</li>
</ol>
</td>
</tr>
<tr>
<td width="111">DEVELOPMENT</p>
<p>30 minutes</td>
<td width="365">1. Displays the chart containing transitive and intransitive verbs.</p>
<p>2. Explains more about transitive and intransitive verbs.</p>
<p>3. Asks students to use the transitive and intransitive verbs learnt in their own sentences.</p>
<p>4. Groups the learners and shows them the flashcards.</td>
<td width="262">1. Reads the transitive and intransitive verbs.</p>
<p>2. Listens and takes notes. Seeks clarification.</p>
<p>3. Uses the transitive and intransitive verbs in sentences.</p>
<p>4. Adds a word to it and uses the transitive and intransitive verbs formed in their own sentence.</td>
</tr>
<tr>
<td width="111">CONCLUSION</p>
<p>5minutes</td>
<td width="365">(a) Asks students to give explain the meaning of some phrasal verbs and use them in sentences.</p>
<p>(b) Gives an exercise.</td>
<td width="262">(a) Explains the meaning of the phrasal verbs and use them in sentences.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> GRAMMAR</strong></p>
<p><strong>Transitive and intransitive verbs</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>WRITING</p>
<p><strong>SUB-TOPIC:</strong> Using the colon, semi-colon and writing reminders</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Write neatly and legibly</p>
<p>(b) Demonstrate mastery in the use of the colon and the semi-colon.</p>
<p>(c) Write a good reminder</p>
<p><strong>T/L RESOURCES:</strong> Sample reminders</p>
<p><strong> REFERENCES: </strong>Secondary English Bk 3 Pg 45-46</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="744">
<tbody>
<tr>
<td width="111"><strong>PART/TIME</strong></td>
<td width="348"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="285"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="111">INTRODUCTION</p>
<p>4minutes</td>
<td width="348">(a) Asks students state the uses of the colon and the semicolon.</p>
<p>(b) Explains the functions of the colon and the semi-colon.</p>
<p>(c) Tells them that they are about to learn how to write reminders.</td>
<td width="285">(a) States the uses of the colon and the semicolon.</p>
<p>(b) Listens and seeks clarification.</p>
<p>(c) Listens and takes notes.</td>
</tr>
<tr>
<td width="111">DEVELOPMENT</p>
<p>32 minutes</td>
<td width="348">1Issues the sample reminder.</p>
<p>2. Asks students to list the elements of the reminder.</p>
<p>3. Groups the learners. Asks them to write a reminder on the topic given.</p>
<p>4. Asks learners to read aloud some of the reminders.</td>
<td width="285">1. Reads the reminder.</p>
<p>2. Lists the elements.</p>
<p>3. Write the letter.</p>
<p> ;</p>
<p>4. Reads aloud the letter.</td>
</tr>
<tr>
<td width="111">CONCLUSION</p>
<p>3 minutes</td>
<td width="348">(a) Asks students to outline the features of a reminder.</p>
<p>(b) Gives an exercise.</td>
<td width="285">(a) Outlines the features.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="438"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> WRITING</strong></p>
<p><strong>Functions of the colon and the semi-colon</strong></p>
<p><strong>Reminders</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>READING/ Blossoms of the Savannah</p>
<p><strong>SUB-TOPIC:</strong> Plot analysis: Chapter Seven and Eight</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ol>
<li>a) Discuss the setting of Chapter Seven and Eight</li>
<li>b) Explain the character traits, themes and style in Chapter Seven and Eight</li>
</ol>
<p><strong>T/L RESOURCES:</strong> Novel to be read</p>
<p><strong>REFERENCES: </strong>Blossoms of the Savannah, Guide Books</p>
<table width="726">
<tbody>
<tr>
<td width="109"><strong>PART/TIME</strong></td>
<td width="349"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="268"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="109">INTRODUCTION</p>
<p>4 minutes</td>
<td width="349">(a) Asks students to freely talk about</p>
<p>(b) Tells students that they will be reading Chapter Seven and Eight</td>
<td width="268">(a) Gives details about</p>
<p>(b) Listens and takes notes.</p>
<p> ;</td>
</tr>
<tr>
<td width="109">DEVELOPMENT</p>
<p>32minutes</td>
<td width="349">1. Tells the students to read Chapter Seven and Eight of the novel.</p>
<p>2. Asks the students to explain the setting, and the character traits in the chapter.</p>
<ol>
<li>Asks them to discuss in groups the themes and style in the chapter</li>
<li>Allows the groups to present their projects.</li>
</ol>
</td>
<td width="268">1. Read in turns.</p>
<p>2. Explains the setting, traits, themes and style in the chapter</p>
<p>3. Discusses other traits of</p>
<p>4. Presents their project.</p>
<p>5. Listens and takes notes.</td>
</tr>
<tr>
<td width="109">CONCLUSION</p>
<p>4 minutes</td>
<td width="349">(a) Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter</p>
<p>(b) Gives an assignment.</td>
<td width="268">(a) Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter</p>
<p>(b) Writes the assignment.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> READING</strong></p>
<p><strong> Blossoms of the Savannah</strong></p>
<p><strong>Plot Analysis</strong></p>
<p><strong>Chapter </strong><strong>Seven and Eight</strong></p>
<p><strong> </strong></td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>LISTENING AND SPEAKING/ Oral Literature</p>
<p><strong>SUB-TOPIC:</strong> Features of Dilemma Stories</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Identify the features of dilemma stories.</p>
<p>(b) Discuss the functions of dilemma stories</p>
<p><strong>T/L RESOURCES: </strong>Samples of dilemma narratives</p>
<p><strong> REFERENCES: </strong>Secondary English Bk 3 Pg 51-52</p>
<ul>
<li>Oral Literature for Schools</li>
<li>Teacher’s Book</li>
</ul>
<p> ;</p>
<table width="690">
<tbody>
<tr>
<td width="159"><strong>PART/TIME</strong></td>
<td width="288"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="243"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="159">INTRODUCTION</p>
<p>5 minutes</td>
<td width="288">(c) Reviews the previous lesson. Asks learners to define dilemma stories.</p>
<p>(d) Tells the learners that they will be learning about dilemma stories</td>
<td width="243">(c) Explains how a speaker prepares to deliver a speech.</p>
<p>(d) Listens and takes notes.</td>
</tr>
<tr>
<td width="159">DEVELOPMENT</p>
<p> ;</p>
<p>30 minutes</td>
<td width="288">1. Narrates a dilemma story to the learners.</p>
<p>5. Explains the features and functions of a dilemma story.</p>
<ol>
<li>Groups the learners. Gives the learners a sample dilemma story. Asks learners to identify the features of a dilemma story in it.</li>
<li>Asks learners present their projects.</li>
</ol>
</td>
<td width="243">1. States how they grabbed and kept the attention.</p>
<p>5. Listens and takes notes. Seeks clarification.</p>
<ol>
<li>Discusses.</li>
<li>Presents their projects.</li>
</ol>
</td>
</tr>
<tr>
<td width="159">CONCLUSION</p>
<p>5 minutes</td>
<td width="288">(c) Asks them to narrate a dilemma story of their own.</p>
<p>(d) Gives them an exercise.</td>
<td width="243">(c) Explains the ways.</p>
<p>(d) Writes the exercise in their exercise books.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="487"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> LISTENING AND SPEAKING</strong></p>
<p><strong>Oral Literature</strong></p>
<p><strong>Features of Dilemma Stories</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>STUDY SKILLS</p>
<p><strong>SUB-TOPIC:</strong> Appreciating a Poem</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ul>
<li>Identify the features of a poem systematically</li>
<li>Analyze a poem accurately</li>
</ul>
<p><strong>T/L RESOURCES:</strong> Samples of poems</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 40-41</p>
<ul>
<li>Understanding Poetry</li>
<li>Teacher’s Book</li>
</ul>
<table width="744">
<tbody>
<tr>
<td width="117"><strong>PART/TIME</strong></td>
<td width="344"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="282"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="117">INTRODUCTION</p>
<p> ;</p>
<p>6 minutes</td>
<td width="344">(a) Asks students to give the features of a poem.</p>
<p>(b) Tells them that they would be learning about appreciating a poem.</td>
<td width="282">(a) Gives the features of a poem.</p>
<p>(b) Listens and takes notes.</td>
</tr>
<tr>
<td width="117">DEVELOPMENT</p>
<p>30 minutes</td>
<td width="344">1. Reads through a given poem.</p>
<p>2. Analyses the poem systematically, identifying the features of the poem to the learners.</p>
<p>3. Groups the learners. Gives them another poem and tells them to analyze it systematically and identify the important features in the poem.</p>
<p>4. Asks the groups to present their findings.</td>
<td width="282">1. Listens to the poem</p>
<p>2. Takes down notes.</p>
<p>3.Discusses the poem and writes down the key words</p>
<p>4.Presents their findings</p>
<p> ;</td>
</tr>
<tr>
<td width="117">CONCLUSION</p>
<p>4 minutes</td>
<td width="344">(a)Gives an exercise in the textbook.</td>
<td width="282">(a)Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> READING</strong></p>
<p><strong> Reading Skills</strong></p>
<p><strong>Appreciating a poem</strong></td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>READING/comprehension</p>
<p><strong>SUB-TOPIC:</strong> HIV: The Emotional Journey</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ul>
<li>Read the passage and respond to questions after it.</li>
<li>Use new words in sentences of their own.</li>
</ul>
<table>
<tbody>
<tr>
<td> ;</td>
</tr>
</tbody>
</table>
<p><strong>T/L RESOURCES:</strong> Picture on the students’ book/ Dictionaries</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 55-56</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="744">
<tbody>
<tr>
<td width="117"><strong>PART/TIME</strong></td>
<td width="362"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="265"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="117">INTRODUCTION</p>
<p>4 minutes</td>
<td width="362">(a) Talks about the issue raised in the passage without letting them know they are about to read a passage.</p>
<p>(b) Asks students question concerning the issue.</p>
<p>(c) Tells the students the passage they are about to read and asks them to open their course books.</td>
<td width="265">(a) Listens and seeks clarification.</p>
<p> ;</p>
<p>(b) Answers the questions asked.</p>
<p>(c) Opens their books.</td>
</tr>
<tr>
<td width="117">DEVELOPMENT</p>
<p>33 minutes</td>
<td width="362">1. Asks students to read the paragraphs in turns.</p>
<p>2. Asks students to retell the passage in their own words.</p>
<p>3. Asks students some questions on the passage.</p>
<p>4. Identifies some new words and asks students to give their meanings and use in each in their own words.</td>
<td width="265">1. Reads the paragraphs.</p>
<p>2. Retells the passage in their words.</p>
<p>3. Answers the questions.</p>
<p>4. Gives the meanings of the words and use them in sentences of their own.</td>
</tr>
<tr>
<td width="117">CONCLUSION</p>
<p>3 minutes</td>
<td width="362">(a) Asks students to discuss the lessons they learn from the passage.</p>
<p>(b) Gives an exercise.</td>
<td width="265">(a) Discusses the lessons they learn from the passage.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 4</strong></p>
<p><strong> READING</strong></p>
<p><strong> COMPREHENSION</strong></p>
<p><strong>HIV: The Emotional Journey</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….</strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>GRAMMAR</p>
<p><strong>SUB-TOPIC:</strong> Infinitives</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Explain the meaning of infinitives.</p>
<p>(b) Use infinitives in their own sentences.</p>
<p><strong>T/L RESOURCES:</strong> Flashcards with infinitives, Chart showing infinitives</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 56-58</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="744">
<tbody>
<tr>
<td width="111"><strong>PART/TIME</strong></td>
<td width="366"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="268"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="111">INTRODUCTION</p>
<p>5 minutes</td>
<td width="366">1. Writes a sentence containing infinitives on the board.</p>
<p>2. Asks learners to explain what the infinitive is made up of.</p>
<p>3. Tells them that they will be learning about infinitives.</td>
<td width="268">1. Reads the sentence.</p>
<p>2. Explains the composition of the infinitive.</p>
<p>3. Listens and takes notes.</td>
</tr>
<tr>
<td width="111">DEVELOPMENT</p>
<p>30 minutes</td>
<td width="366">1. Displays the chart containing infinitives.</p>
<p>2. Explains more infinitives.</p>
<p>3. Asks students to use the infinitives learnt in their own sentences.</p>
<p>4. Groups the learners and shows them the flashcards.</td>
<td width="268">1. Reads the infinitives.</p>
<p>2. Listens and takes notes. Seeks clarification.</p>
<p>3. Uses the infinitives in sentences.</p>
<p>4. Adds a word to it and uses the infinitives formed in their own sentence.</td>
</tr>
<tr>
<td width="111">CONCLUSION</p>
<p>5minutes</td>
<td width="366">(a) Asks students to give explain the meaning of some infinitives and use them in sentences.</p>
<p>(b) Gives an exercise.</td>
<td width="268">(a) Explains the meaning of the infinitives and use them in sentences.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> GRAMMAR</strong></p>
<p><strong>Infinitives</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>WRITING</p>
<p><strong>SUB-TOPIC:</strong> Using the dash, parentheses and writing personal journals</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Write neatly and legibly</p>
<p>(b) Demonstrate mastery in the use of the dash and the parentheses.</p>
<p>(c) Write a good personal journal</p>
<p><strong>T/L RESOURCES:</strong> Sample reminders</p>
<p><strong> REFERENCES: </strong>Secondary English Bk 3 Pg 58-60</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="744">
<tbody>
<tr>
<td width="111"><strong>PART/TIME</strong></td>
<td width="348"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="285"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="111">INTRODUCTION</p>
<p> ;</p>
<p>5 minutes</td>
<td width="348">(a) Asks students state the uses of the dash and the parentheses.</p>
<p>(b) Explains the functions of the dash and the parentheses.</p>
<p>(c) Tells them that they are about to learn how to write personal journals.</td>
<td width="285">(a) States the uses of the dash and the parentheses.</p>
<p>(b) Listens and seeks clarification.</p>
<p>(c) Listens and takes notes.</td>
</tr>
<tr>
<td width="111">DEVELOPMENT</p>
<p>30 minutes</td>
<td width="348">1. Issues the sample personal journal.</p>
<p>2. Asks students to list the elements of the personal journal.</p>
<p>3. Groups the learners. Asks them to write a personal journal on the topic given.</p>
<p>4. Asks learners to read aloud some of the personal journals.</td>
<td width="285">1. Reads the r personal journal.</p>
<p>2. Lists the elements.</p>
<p>3. Write the personal journal r.</p>
<p> ;</p>
<p>4. Reads aloud the personal journal.</td>
</tr>
<tr>
<td width="111">CONCLUSION</p>
<p> ;</p>
<p>5minutes</td>
<td width="348">(a) Asks students to outline the features of a personal journal.</p>
<p>(b)Gives an exercise.</td>
<td width="285">(a) Outlines the features.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="438"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> WRITING</strong></p>
<p><strong>Functions of the dash and the parentheses</strong></p>
<p><strong>Personal journals</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>READING/ Blossoms of the Savannah</p>
<p><strong>SUB-TOPIC:</strong> Plot analysis: Chapter Nine and Ten</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ol>
<li>a) Discuss the setting of Chapter Nine and Ten</li>
<li>b) Explain the character traits, themes and style in Chapter Nine and Ten</li>
</ol>
<p><strong>T/L RESOURCES:</strong> Novel to be read</p>
<p><strong>REFERENCES: </strong>Blossoms of the Savannah, Guide Books</p>
<table width="726">
<tbody>
<tr>
<td width="109"><strong>PART/TIME</strong></td>
<td width="349"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="268"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="109">INTRODUCTION</p>
<p>5 minutes</td>
<td width="349">(a) Asks students to freely talk about</p>
<p>(b) Tells students that they will be reading Chapter Nine and Ten</td>
<td width="268">(a) Gives details about</p>
<p>(b) Listens and takes notes.</p>
<p> ;</td>
</tr>
<tr>
<td width="109">DEVELOPMENT</p>
<p> ;</p>
<p>30 minutes</td>
<td width="349">1. Tells the students to read Chapter Nine and Ten of the novel.</p>
<p>2. Asks the students to explain the setting, and the character traits in the chapter.</p>
<p>3.Asks them to discuss in groups the themes and style in the chapter</p>
<p>4. Allows the groups to present their projects.</td>
<td width="268">1. Read in turns.</p>
<p>2.Explains the setting, traits, themes and style in the chapter</p>
<p>3.Discusses other traits of</p>
<p>4. Presents their project.</p>
<p>5. Listens and takes notes.</td>
</tr>
<tr>
<td width="109">CONCLUSION</p>
<p>5 minutes</td>
<td width="349">(a) Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter</p>
<p>(b) Gives an assignment.</td>
<td width="268">(a) Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter</p>
<p>(b) Writes the assignment.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> READING</strong></p>
<p><strong> Blossoms of the Savannah</strong></p>
<p><strong>Plot Analysis</strong></p>
<p><strong>Chapter </strong><strong>Nine and Ten</strong></p>
<p><strong> </strong></td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>LISTENING AND SPEAKING/ Oral Literature</p>
<p><strong>SUB-TOPIC:</strong> Aetiological Narratives</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Define Aetiological Narratives.</p>
<p>(b) Identify the features of Aetiological Narratives</p>
<p>(c) Discuss the functions of Aetiological Narratives</p>
<p><strong>T/L RESOURCES: </strong></p>
<p><strong> REFERENCES: </strong>Secondary English Bk 3 Pg 61-63</p>
<ul>
<li>Oral Literature for Schools</li>
<li>Teacher’s Book</li>
</ul>
<p> ;</p>
<table width="726">
<tbody>
<tr>
<td width="177"><strong>PART/TIME</strong></td>
<td width="288"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="261"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="177">INTRODUCTION</p>
<p> ;</p>
<p>4 minutes</td>
<td width="288">(a) Reviews the previous lesson. Asks learners to define Aetiological Narratives.</p>
<p>(b) Tells the learners that they will be learning about Aetiological Narratives</td>
<td width="261">(a) Explains what an aetiological narrative is.</p>
<p>(b) Listens and takes notes.</td>
</tr>
<tr>
<td width="177">DEVELOPMENT</p>
<p> ;</p>
<p>30 minutes</td>
<td width="288">1. Narrates an aetiological narrative to the learners.</p>
<p>2. Explains the features and functions of Aetiological Narratives.</p>
<p>3. Groups the learners. Gives the learners a sample aetiological narrative. Asks learners to identify the features of an aetiological narrative in it.</p>
<p>4. Asks learners present their projects.</td>
<td width="261">1. States how they grabbed and kept the attention.</p>
<p>2. Listens and takes notes. Seeks clarification.</p>
<p>3. Discusses.</p>
<p>4. Presents their projects.</td>
</tr>
<tr>
<td width="177">CONCLUSION</p>
<p>6 minutes</td>
<td width="288">(a) Asks them to narrate an aetiological narrative of their own.</p>
<p>(b) Gives them an exercise.</td>
<td width="261">(a) Explains the ways.</p>
<p>(b) Writes the exercise in their exercise books.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="487"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> LISTENING AND SPEAKING</strong></p>
<p><strong>Oral Literature</strong></p>
<p><strong>Aetiological Narratives</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>STUDY SKILLS</p>
<p><strong>SUB-TOPIC:</strong> Critical Reading: Looking for evidence</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ul>
<li>Read a passage critically identifying evidence.</li>
<li>Read critically evaluating evidence.</li>
</ul>
<p><strong>T/L RESOURCES:</strong> Articles and poems to be read</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 63-64</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="738">
<tbody>
<tr>
<td width="117"><strong>PART/TIME</strong></td>
<td width="344"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="277"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="117">INTRODUCTION</p>
<p>5 minutes</td>
<td width="344">1. Asks students to read a passage critically.</p>
<p>2. Tells them that they would be learning how to read critically identifying evidence.</td>
<td width="277">1. Gives the features of summary.</p>
<p>2. Listens and takes notes.</td>
</tr>
<tr>
<td width="117">DEVELOPMENT</p>
<p>30 minutes</td>
<td width="344">1. Outlines the steps in critical reading.</p>
<p>2. Issues a handout with a passage to be read.</p>
<p>3. Groups the learners. Writes 2 questions to be answered from the passage.</p>
<p>4. Asks individuals to read another passage and identify critical evidence.</td>
<td width="277">1. Listens and takes notes.</p>
<p>2. Reads the passage.</p>
<p>3. Answers the questions.</p>
<p>4. Reads the passage and identifies critical evidence.</td>
</tr>
<tr>
<td width="117">CONCLUSION</p>
<p> ;</p>
<p>5 minutes</td>
<td width="344">(a) Asks some students to read aloud their answers.</p>
<p>(b) Writes an exercise on the chalkboard.</td>
<td width="277">(a) Corrects the others.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 4</strong></p>
<p><strong> READING</strong></p>
<p><strong> Reading Skills</strong></p>
<p><strong> Critical reading: Looking for evidence</strong></td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>READING/comprehension</p>
<p><strong>SUB-TOPIC:</strong> Our Rights Our Responsibilities</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ul>
<li>Read the passage and respond to questions after it.</li>
<li>Use new words in sentences of their own.</li>
</ul>
<table>
<tbody>
<tr>
<td> ;</td>
</tr>
</tbody>
</table>
<p><strong>T/L RESOURCES:</strong> Picture on the students’ book/ Dictionaries</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 64-66</p>
<ul>
<li>Teacher’s Book</li>
</ul>
<table width="738">
<tbody>
<tr>
<td width="117"><strong>PART/TIME</strong></td>
<td width="362"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="259"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="117">INTRODUCTION</p>
<p>4 minutes</td>
<td width="362">(a) Talks about the issue raised in the passage without letting them know they are about to read a passage.</p>
<p>(b) Asks students question concerning the issue.</p>
<p>(c) Tells the students the passage they are about to read and asks them to open their course books.</td>
<td width="259">(a) Listens and seeks clarification.</p>
<p> ;</p>
<p>(b) Answers the questions asked.</p>
<p>(c) Opens their books.</td>
</tr>
<tr>
<td width="117">DEVELOPMENT</p>
<p>32minutes</td>
<td width="362">1. Asks students to read the paragraphs in turns.</p>
<p>2. Asks students to retell the passage in their own words.</p>
<p>3. Asks students some questions on the passage.</p>
<p>4. Identifies some new words and asks students to give their meanings and use in each in their own words.</td>
<td width="259">1. Reads the paragraphs.</p>
<p>2. Retells the passage in their words.</p>
<p>3. Answers the questions.</p>
<p>4. Gives the meanings of the words and use them in sentences of their own.</td>
</tr>
<tr>
<td width="117">CONCLUSION</p>
<p>4 minutes</td>
<td width="362">(a)Asks students to discuss the lessons they learn from the passage.</p>
<p>(b)Gives an exercise.</td>
<td width="259">(a) Discusses the lessons they learn from the passage.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> READING</strong></p>
<p><strong> COMPREHENSION</strong></p>
<p><strong>Our Rights and Our Responsibilities</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>GRAMMAR/ Phrasal Verbs and Idiomatic expressions</p>
<p><strong>SUB-TOPIC:</strong> Phrasal Verbs and idiomatic expressions</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Explain the meaning of phrasal verbs and idiomatic expressions</p>
<p>(b) Use phrasal verbs and idiomatic expressions in their own sentences.</p>
<p><strong>T/L RESOURCES:</strong> Flashcards with phrasal verbs and idiomatic expressions, Chart showing phrasal verbs and idiomatic expressions</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 66-69</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="720">
<tbody>
<tr>
<td width="109"><strong>PART/TIME</strong></td>
<td width="367"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="245"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="109">INTRODUCTION</p>
<p>5 minutes</td>
<td width="367">1. Writes a sentence containing phrasal verb and idiomatic expression on the board.</p>
<p>2. Asks learners to explain the meaning of the phrasal verb and idiomatic expressions.</p>
<p>3. Tells them that they will be learning phrasal verbs and idiomatic expressions.</td>
<td width="245">1. Reads the sentence.</p>
<p>2. Explains the meaning of the phrasal verb and idiomatic expression.</p>
<p>3. Listens and takes notes.</td>
</tr>
<tr>
<td width="109">DEVELOPMENT</p>
<p>30 minutes</td>
<td width="367">1. Displays the chart containing phrasal verbs and idiomatic expressions.</p>
<p>2. Explains more about phrasal verbs and idiomatic expressions.</p>
<p>3. Asks students to use the phrasal verbs and idiomatic expressions learnt in their own sentences.</p>
<p>4. Groups the learners and shows them the flashcards.</td>
<td width="245">1. Reads the phrasal verbs and idiomatic expressions.</p>
<p>2. Listens and takes notes. Seeks clarification.</p>
<p>3. Uses the phrasal verbs and idiomatic expressions in sentences.</p>
<p>4. Uses the phrasal verb and idiomatic expression formed in their own sentence.</td>
</tr>
<tr>
<td width="109">CONCLUSION</p>
<p>5 minutes</td>
<td width="367">(a) Asks students to give explain the meaning of some phrasal verbs and idiomatic expressions and use them in sentences.</p>
<p>(b) Gives an exercise.</td>
<td width="245">(a) Explains the meaning of the phrasal verbs and idiomatic expressions and use them in sentences.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> GRAMMAR</strong></p>
<p><strong>Phrasal Verbs</strong></p>
<p><strong>Idiomatic Expressions</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>WRITING</p>
<p><strong>SUB-TOPIC:</strong> Thank You and Congratulatory Messages</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) State the steps in writing Thank You and Congratulatory Messages.</p>
<p>(b) Follow the steps outlined in writing Thank You and Congratulatory Messages.</p>
<p><strong>T/L RESOURCES:</strong> Sample Thank You and Congratulatory Messages</p>
<p><strong> REFERENCES: </strong>Secondary English Bk 3 Pg 69-70</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="738">
<tbody>
<tr>
<td width="111"><strong>PART/TIME</strong></td>
<td width="348"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="279"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="111">INTRODUCTION</p>
<p>4 minutes</td>
<td width="348">(a) Asks students whether they have ever Thank You and Congratulatory Messages.</p>
<p>(b) Explains what Thank You and Congratulatory Messages are.</p>
<p>(c) Tells them that they are about to learn how to write Thank You and Congratulatory Messages.</td>
<td width="279">(a) Says whether or not they have written Thank You and Congratulatory Messages.</p>
<p>(b) Listens and seeks clarification.</p>
<p>(c) Listens and takes notes.</td>
</tr>
<tr>
<td width="111">DEVELOPMENT</p>
<p> ;</p>
<p>32minutes</td>
<td width="348">1. Issues the sample Thank You and Congratulatory Messages.</p>
<p>2. Asks students to list the elements of the Thank You and Congratulatory Messages.</p>
<p>3. Groups the learners. Asks them to write Thank You and Congratulatory Messages on the topic given.</p>
<p>4. Asks learners to read aloud some of the Thank You and Congratulatory Messages.</td>
<td width="279">1. Reads the Thank You and Congratulatory Messages.</p>
<p>2. Lists the elements.</p>
<p>3. Write the Thank You and Congratulatory Messages.</p>
<p> ;</p>
<p>4. Reads aloud the Thank You and Congratulatory Messages.</td>
</tr>
<tr>
<td width="111">CONCLUSION</p>
<p>4 minutes</td>
<td width="348">(a) Asks students to outline the features of Thank You and Congratulatory Messages.</p>
<p>(b) Gives an exercise.</td>
<td width="279">(a) Outlines the features.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="438"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> WRITING</strong></p>
<p><strong>Thank You and Congratulatory Messages</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>READING/ Blossoms of the Savannah</p>
<p><strong>SUB-TOPIC:</strong> Plot analysis: Chapter Eleven and Twelve</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ol>
<li>a) Discuss the setting of Chapter Eleven and Twelve</li>
<li>b) Explain the character traits, themes and style in Chapter Eleven and Twelve</li>
</ol>
<p><strong>T/L RESOURCES:</strong> Novel to be read</p>
<p><strong>REFERENCES: </strong>Blossoms of the Savannah, Guide Books</p>
<table width="726">
<tbody>
<tr>
<td width="109"><strong>PART/TIME</strong></td>
<td width="349"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="268"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="109">INTRODUCTION</p>
<p>5 minutes</td>
<td width="349">(a) Asks students to freely talk about</p>
<p>(b) Tells students that they will be reading Chapter Eleven and Twelve</td>
<td width="268">(a) Gives details about</p>
<p>(b) Listens and takes notes.</p>
<p> ;</td>
</tr>
<tr>
<td width="109">DEVELOPMENT</p>
<p> ;</p>
<p>30minutes</td>
<td width="349">1. Tells the students to read Chapter Eleven and Twelve of the novel.</p>
<p>2. Asks the students to explain the setting, and the character traits in the chapter.</p>
<p>3.Asks them to discuss in groups the themes and style in the chapter</p>
<p>4. Allows the groups to present their projects.</td>
<td width="268">1. Read in turns.</p>
<p>2.Explains the setting, traits, themes and style in the chapter</p>
<p>3.Discusses other traits of</p>
<p>4. Presents their project.</p>
<p>5. Listens and takes notes.</td>
</tr>
<tr>
<td width="109">CONCLUSION</p>
<p>5 minutes</td>
<td width="349">(a) Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter</p>
<p>(b) Gives an assignment.</td>
<td width="268">(a) Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter</p>
<p>(b) Writes the assignment.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> READING</strong></p>
<p><strong> Blossoms of the Savannah</strong></p>
<p><strong>Plot Analysis</strong></p>
<p><strong>Chapter Eleven and Twelve </strong></td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>LISTENING AND SPEAKING/ Oral Literature</p>
<p><strong>SUB-TOPIC:</strong> Features of aetiological narratives</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Identify the features of aetiological narratives.</p>
<p>(b) Discuss the functions of aetiological narratives</p>
<p><strong>T/L RESOURCES: </strong>Samples of aetiological narratives</p>
<p><strong> REFERENCES: </strong>Secondary English Bk 3 Pg 51-52</p>
<ul>
<li>Oral Literature for Schools</li>
<li>Teacher’s Book</li>
</ul>
<p> ;</p>
<table width="690">
<tbody>
<tr>
<td width="159"><strong>PART/TIME</strong></td>
<td width="288"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="243"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="159">INTRODUCTION</p>
<p>5minutes</td>
<td width="288">(a)Reviews the previous lesson. Asks learners to define aetiological narratives.</p>
<p>(c) Tells the learners that they will be learning about aetiological narratives</td>
<td width="243">(a) Explains how a speaker prepares to deliver a speech.</p>
<p>(b) Listens and takes notes.</td>
</tr>
<tr>
<td width="159">DEVELOPMENT</p>
<p> ;</p>
<p>30minutes</td>
<td width="288">1. Narrates an aetiological narrative to the learners.</p>
<p>2. Explains the features and functions of an aetiological narrative.</p>
<p>3. Groups the learners. Gives the learners a sample aetiological narratives. Asks learners to identify the features of a dilemma story in it.</p>
<p>4. Asks learners present their projects.</td>
<td width="243">1. States how they grabbed and kept the attention.</p>
<p>2. Listens and takes notes. Seeks clarification.</p>
<p>3. Discusses.</p>
<p>4. Presents their projects.</td>
</tr>
<tr>
<td width="159">CONCLUSION</p>
<p>5minutes</td>
<td width="288">(a) Asks them to narrate an aetiological narratives of their own.</p>
<p>(b) Gives them an exercise.</td>
<td width="243">(a) Explains the ways.</p>
<p>(b) Writes the exercise in their exercise books.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="487"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> LISTENING AND SPEAKING</strong></p>
<p><strong>Oral Literature</strong></p>
<p><strong>Features of </strong><strong>aetiological narratives</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>STUDY SKILLS</p>
<p><strong>SUB-TOPIC:</strong> Recognizing Tone and Attitude</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ul>
<li>Define tone and attitude correctly.</li>
<li>Summarize the passage read.</li>
</ul>
<p><strong>T/L RESOURCES:</strong> Articles and poems to be read</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 73-74</p>
<ul>
<li>Understanding Poetry</li>
<li>Teacher’s Book</li>
</ul>
<table width="732">
<tbody>
<tr>
<td width="117"><strong>PART/TIME</strong></td>
<td width="344"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="271"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="117">INTRODUCTION</p>
<p>5minutes</td>
<td width="344">(a) Asks students to define tone and attitude.</p>
<p>(b) Tells them that they would be learning how about tone and attitude</td>
<td width="271">(a) Gives the features of summary.</p>
<p>(b) Listens and takes notes.</td>
</tr>
<tr>
<td width="117">DEVELOPMENT</p>
<p>30 minutes</td>
<td width="344">1. Explain the meaning of tone and attitude and how to identify it in a poem.</p>
<p>2. Issues a handout with a poems to be analyzed for tone and attitude.</p>
<p>3. Groups the learners. Writes 2 questions on tone and attitude to be answered from the poem.</p>
<p> ;</td>
<td width="271">1. Listens and takes notes.</p>
<p>2. Reads and analyzes the poem.</p>
<p>3. Writes the answers.</td>
</tr>
<tr>
<td width="117">CONCLUSION</p>
<p>5minutes</td>
<td width="344">1. Asks some students to read aloud their answers.</p>
<p>2. Writes an exercise on the chalkboard.</td>
<td width="271">1. Corrects the others.</p>
<p>2. Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 4</strong></p>
<p><strong> READING</strong></p>
<p><strong> Reading Skills</strong></p>
<p><strong> Tone and attitude</strong></td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>READING/comprehension</p>
<p><strong>SUB-TOPIC:</strong> A Slip not a Fall</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ul>
<li>Read the passage and respond to questions after it.</li>
<li>Use new words in sentences of their own.</li>
</ul>
<table>
<tbody>
<tr>
<td> ;</td>
</tr>
</tbody>
</table>
<p><strong>T/L RESOURCES:</strong> Picture on the students’ book/ Dictionaries</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 74-76</p>
<ul>
<li>Teacher’s Book</li>
</ul>
<table width="750">
<tbody>
<tr>
<td width="117"><strong>PART/TIME</strong></td>
<td width="362"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="271"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="117">INTRODUCTION</p>
<p>4 minutes</td>
<td width="362">(a) Talks about the issue raised in the passage without letting them know they are about to read a passage.</p>
<p>(b) Asks students question concerning the issue.</p>
<p>(c) Tells the students the passage they are about to read and asks them to open their course books.</td>
<td width="271">(a) Listens and seeks clarification.</p>
<p> ;</p>
<p>(b) Answers the questions asked.</p>
<p>(c) Opens their books.</td>
</tr>
<tr>
<td width="117">DEVELOPMENT</p>
<p>31 minutes</td>
<td width="362">1. Asks students to read the paragraphs in turns.</p>
<p>2. Asks students to retell the passage in their own words.</p>
<p>3. Asks students some questions on the passage.</p>
<p>4. Identifies some new words and asks students to give their meanings and use in each in their own words.</td>
<td width="271">1. Reads the paragraphs.</p>
<p>2. Retells the passage in their words.</p>
<p>3. Answers the questions.</p>
<p>4. Gives the meanings of the words and use them in sentences of their own.</td>
</tr>
<tr>
<td width="117">CONCLUSION</p>
<p>6minutes</td>
<td width="362">(a) Asks students to discuss the lessons they learn from the passage.</p>
<p>(b) Gives an exercise.</td>
<td width="271">(a) Discusses the lessons they learn from the passage.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 4</strong></p>
<p><strong> READING</strong></p>
<p><strong> COMPREHENSION</strong></p>
<p><strong>A Slip not a Fall</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>GRAMMAR</p>
<p><strong>SUB-TOPIC:</strong> Participles</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Explain the meaning of Participles.</p>
<p>(b) Use participles in their own sentences.</p>
<p><strong>T/L RESOURCES:</strong> Flashcards with participles, Chart showing participles</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 76-80</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="738">
<tbody>
<tr>
<td width="109"><strong>PART/TIME</strong></td>
<td width="367"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="263"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="109">INTRODUCTION</p>
<p>5 minutes</td>
<td width="367">1. Writes a sentence containing a participle on the board.</p>
<p>2. Asks learners to explain the meaning of the participle.</p>
<p>3. Tells them that they will be learning participles.</td>
<td width="263">1. Reads the sentence.</p>
<p>2. Explains the meaning of the participles.</p>
<p>3. Listens and takes notes.</td>
</tr>
<tr>
<td width="109">DEVELOPMENT</p>
<p>30 minutes</td>
<td width="367">1. Displays the chart containing participles.</p>
<p>2.Explains more about participles</p>
<p>3. Asks students to use the participles learnt in their own sentences.</p>
<p>4. Groups the learners and shows them the flashcards.</td>
<td width="263">1. Reads the participles.</p>
<p>2. Listens and takes notes. Seeks clarification.</p>
<p>3. Uses the participles in sentences.</p>
<p>4. Adds a word to it and uses the participles formed in their own sentence.</td>
</tr>
<tr>
<td width="109">CONCLUSION</p>
<p>5minutes</td>
<td width="367">1. Asks students to give explain the meaning of some phrasal verbs and use them in sentences.</p>
<p>2. Gives an exercise.</td>
<td width="263">1. Explains the meaning of the participles and use them in sentences.</p>
<p>2. Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> GRAMMAR</strong></p>
<p><strong>Participles</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>WRITING</p>
<p><strong>SUB-TOPIC:</strong> Condolence Messages</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) State the steps in writing condolence messages.</p>
<p>(b) Follow the steps outlined in writing condolence messages.</p>
<p><strong>T/L RESOURCES:</strong> Sample condolence messages</p>
<p><strong> REFERENCES: </strong>Secondary English Bk 3 Pg 80-81</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="744">
<tbody>
<tr>
<td width="118"><strong>PART/TIME</strong></td>
<td width="344"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="282"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="118">INTRODUCTION</p>
<p>5minutes</td>
<td width="344">(a) Asks students whether they have ever condolence messages.</p>
<p>(b) Explains what condolence messages are.</p>
<p>(c) Tells them that they are about to learn how to write condolence messages</td>
<td width="282">(a) Says whether or not they have written condolence messages.</p>
<p>(b) Listens and seeks clarification.</p>
<p>(c) Listens and takes notes.</td>
</tr>
<tr>
<td width="118">DEVELOPMENT</p>
<p> ;</p>
<p>30minutes</td>
<td width="344">1. Issues the sample condolence messages</p>
<p>2. Asks students to list the elements of the condolence messages.</p>
<p>3. Groups the learners. Asks them to write condolence messages on the topic given.</p>
<p>4. Asks learners to read aloud some of the condolence messages.</td>
<td width="282">1. Reads the condolence messages.</p>
<p>2. Lists the elements.</p>
<p>3. Write the condolence messages</p>
<p> ;</p>
<p>4. Reads aloud the condolence messages.</td>
</tr>
<tr>
<td width="118">CONCLUSION</p>
<p>5minutes</td>
<td width="344">(a) Asks students to outline the features of condolence messages.</p>
<p>(b) Gives an exercise.</td>
<td width="282">(a) Outlines the features.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="438"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> WRITING</strong></p>
<p><strong>Condolence Messages</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>READING/ Blossoms of the Savannah</p>
<p><strong>SUB-TOPIC:</strong> Plot analysis: Chapter Thirteen and Fourteen</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ol>
<li>a) Discuss the setting of Chapter Thirteen and Fourteen</li>
<li>b) Explain the character traits, themes and style in Thirteen and Fourteen</li>
</ol>
<p><strong>T/L RESOURCES:</strong> Novel to be read</p>
<p><strong>REFERENCES: </strong>Blossoms of the Savannah, Guide Books</p>
<table width="726">
<tbody>
<tr>
<td width="109"><strong>PART/TIME</strong></td>
<td width="349"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="268"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="109">INTRODUCTION</p>
<p>5minutes</td>
<td width="349">(a) Asks students to freely talk about</p>
<p>(b) Tells students that they will be reading Chapter Thirteen and Fourteen</td>
<td width="268">(a) Gives details about</p>
<p>(b) Listens and takes notes.</p>
<p> ;</td>
</tr>
<tr>
<td width="109">DEVELOPMENT</p>
<p> ;</p>
<p>30minutes</td>
<td width="349">1. Tells the students to read Chapter Thirteen and Fourteen of the novel.</p>
<p>2. Asks the students to explain the setting, and the character traits in the chapter.</p>
<p>3.Asks them to discuss in groups the themes and style in the chapter</p>
<p>4. Allows the groups to present their projects.</td>
<td width="268">1. Read in turns.</p>
<p>2.Explains the setting, traits, themes and style in the chapter</p>
<p>3.Discusses other traits of</p>
<p>4. Presents their project.</p>
<p>5. Listens and takes notes.</td>
</tr>
<tr>
<td width="109">CONCLUSION</p>
<p>5minutes</td>
<td width="349">(a) Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter</p>
<p>(b) Gives an assignment.</td>
<td width="268">(a) Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter</p>
<p>(b) Writes the assignment.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> READING</strong></p>
<p><strong> Blossoms of the Savannah</strong></p>
<p><strong>Plot Analysis</strong></p>
<p><strong>Chapter Thirteen and Fourteen</strong></td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>LISTENING AND SPEAKING</p>
<p><strong>SUB-TOPIC:</strong> Giving and Receiving Instructions</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Outline situations when instructions are likely to be given</p>
<p>(b) Give oral and written instructions clearly and effectively.</p>
<p><strong>T/L RESOURCES: </strong>Sample instructions</p>
<p><strong> REFERENCES: </strong>Secondary English Bk 3 Pg 82-83</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table>
<tbody>
<tr>
<td width="109"><strong>PART/TIME</strong></td>
<td width="288"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="192"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="109">INTRODUCTION</p>
<p>4 minutes</td>
<td width="288">1. Reviews the previous lesson. Asks the learners to prepare to give and receive instructions.</p>
<p>2.Tells the learners that they will be learning how to give and receive instructions</td>
<td width="192">1. Prepares to give and receive instructions.</p>
<p>2. Listens and takes notes.</td>
</tr>
<tr>
<td width="109">DEVELOPMENT</p>
<p>32minutes</td>
<td width="288">1. Asks learners how to give and receive instructions effectively.</p>
<p>2. Explains how one should give and receive instructions effectively.</p>
<p>3. Groups the learners. Gives learners a question. Asks learners to discuss the question and write down good instructions based on the question.</p>
<p>4. Asks learners present their projects.</td>
<td width="192">1. States how to give and receive instructions.</p>
<p>2. Listens and takes notes. Seeks clarification.</p>
<p>3. Discusses.</p>
<p>4. Presents their projects.</td>
</tr>
<tr>
<td width="109">CONCLUSION</p>
<p>4 minutes</td>
<td width="288">(a) Asks them to explain the ways of giving and receiving instructions.</p>
<p>(b) Writes the exercise on the chalkboard.</td>
<td width="192">(a) Explains the ways.</p>
<p>(b) Writes the exercise in their exercise books.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="487"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> LISTENING AND SPEAKING</strong></p>
<p><strong>Giving and Receiving Instructions</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>STUDY SKILLS</p>
<p><strong>SUB-TOPIC:</strong> Distinguishing Facts from Opinions</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ul>
<li>Develop a critical attitude as they read or listen</li>
<li>Distinguish between a fact and an opinion.</li>
</ul>
<p><strong>T/L RESOURCES:</strong> Articles and poems to be read</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 83-84</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="744">
<tbody>
<tr>
<td width="117"><strong>PART/TIME</strong></td>
<td width="344"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="282"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="117">INTRODUCTION</p>
<p>5 minutes</td>
<td width="344">1. Asks students to differentiate between a fact and an opinion.</p>
<p>2. Tells them that they would be learning how to distinguish facts from opinions.</td>
<td width="282">1. Gives the differences between facts and opinions.</p>
<p>2. Listens and takes notes.</td>
</tr>
<tr>
<td width="117">DEVELOPMENT</p>
<p>30 minutes</td>
<td width="344">1. Outlines the steps in distinguishing facts from opinions.</p>
<p>2. Issues a handout with a passage to be read.</p>
<p>3. Groups the learners. Writes 2 questions to be answered in note form.</p>
<p>4. Asks individuals to write distinguish facts from opinions in the passage given.</td>
<td width="282">1. Listens and takes notes.</p>
<p>2. Reads the passage.</p>
<p>3. Discuss the questions.</p>
<p>4. Answers the questions.</td>
</tr>
<tr>
<td width="117">CONCLUSION</p>
<p>5 minutes</td>
<td width="344">1. Asks some students to read aloud their summaries.</p>
<p>2. Writes an exercise on the chalkboard.</td>
<td width="282">1. Corrects the others.</p>
<p>2. Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> READING</strong></p>
<p><strong> STUDY SKILLS</strong></p>
<p><strong>Distinguishing Facts From Opinions</strong></td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>READING/comprehension</p>
<p><strong>SUB-TOPIC:</strong> The Great Revelation</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ul>
<li>Read the passage and respond to questions after it.</li>
<li>Use new words in sentences of their own.</li>
</ul>
<table>
<tbody>
<tr>
<td> ;</td>
</tr>
</tbody>
</table>
<p><strong>T/L RESOURCES:</strong> Picture on the students’ book/ Dictionaries</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 82-83</p>
<ul>
<li>Teacher’s Book</li>
</ul>
<table width="738">
<tbody>
<tr>
<td width="117"><strong>PART/TIME</strong></td>
<td width="362"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="259"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="117">INTRODUCTION</p>
<p>4 minutes</td>
<td width="362">1. Talks about the issue raised in the passage without letting them know they are about to read a passage.</p>
<p>2. Asks students question concerning the issue.</p>
<p>3. Tells the students the passage they are about to read and asks them to open their course books.</td>
<td width="259">1. Listens and seeks clarification.</p>
<p> ;</p>
<p>2. Answers the questions asked.</p>
<p>3. Opens their books.</td>
</tr>
<tr>
<td width="117">DEVELOPMENT</p>
<p>32 minutes</td>
<td width="362">1. Asks students to read the paragraphs in turns.</p>
<p>2. Asks students to retell the passage in their own words.</p>
<p>3. Asks students some questions on the passage.</p>
<p>4. Identifies some new words and asks students to give their meanings and use in each in their own words.</td>
<td width="259">1. Reads the paragraphs.</p>
<p>2. Retells the passage in their words.</p>
<p>3. Answers the questions.</p>
<p>4. Gives the meanings of the words and use them in sentences of their own.</td>
</tr>
<tr>
<td width="117">CONCLUSION</p>
<p>4minutes</td>
<td width="362">1. Asks students to discuss the lessons they learn from the passage.</p>
<p>2. Gives an exercise.</td>
<td width="259">1. Discusses the lessons they learn from the passage.</p>
<p>2. Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> READING</strong></p>
<p><strong> COMPREHENSION</strong></p>
<p><strong>The Great revelation</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>GRAMMAR</p>
<p><strong>SUB-TOPIC:</strong> Quantifiers: few, a few, little and a little</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) Use the quantifiers few, a few, little and a little correctly in their own sentences.</p>
<p><strong>T/L RESOURCES:</strong> Flashcards with the quantifiers few, a few, little and a little, Chart showing the quantifiers few, a few, little and a little</p>
<p><strong>REFERENCES: </strong>Secondary English Bk 3 Pg 86-88</p>
<ul>
<li>Head Start English Bk3</li>
<li>New Integrated English Bk 3</li>
<li>Teacher’s Book</li>
</ul>
<table width="744">
<tbody>
<tr>
<td width="111"><strong>PART/TIME</strong></td>
<td width="366"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="268"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="111">INTRODUCTION</p>
<p>5 minutes</td>
<td width="366">1. Writes sentences containing the quantifiers few, a few, little and a little on the board.</p>
<p>2. Asks learners to explain the meaning of the quantifiers few, a few, little and a little.</p>
<p>3. Tells them that they will be learning phrasal verbs.</td>
<td width="268">1. Reads the sentence.</p>
<p>2. Explains the meaning of the quantifiers few, a few, little and a little.</p>
<p>3. Listens and takes notes.</td>
</tr>
<tr>
<td width="111">DEVELOPMENT</p>
<p>30 minutes</td>
<td width="366">1. Displays the chart containing the quantifiers few, a few, little and a little.</p>
<p>2. Explains more about the quantifiers few, a few, little and a little.</p>
<p>3. Asks students to use the quantifiers few, a few, little and a little learnt in their own sentences.</p>
<p>4. Groups the learners and shows them the flashcards.</td>
<td width="268">1. Reads the quantifiers few, a few, little and a little.</p>
<p>2. Listens and takes notes. Seeks clarification.</p>
<p>3. Uses the quantifiers few, a few, little and a little in sentences.</p>
<p>4. Adds a word to it and uses the phrasal verb formed in their own sentence.</td>
</tr>
<tr>
<td width="111">CONCLUSION</p>
<p>5minutes</td>
<td width="366">(a) Asks students to give explain the meaning of the quantifiers few, a few, little and a little and use them in sentences.</p>
<p>(b) Gives an exercise.</td>
<td width="268">(a) Explains the meaning of the quantifiers few, a few, little and a little and use them in sentences.</p>
<p>(b) Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> GRAMMAR</strong></p>
<p><strong>Q</strong><strong>uantifiers few, a few, little and a little</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>WRITING</p>
<p><strong>SUB-TOPIC:</strong> Imaginative Composition</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<p>(a) State the steps in writing an imaginative composition.</p>
<p>(b) Follow the steps outlined in writing an imaginative composition.</p>
<p><strong>T/L RESOURCES:</strong> Sample an imaginative composition</p>
<p><strong> REFERENCES: </strong></p>
<ul>
<li>Head Start English Bk 3 Pg 88-89</li>
<li>Teachers Book page 98</li>
</ul>
<p> ;</p>
<table width="744">
<tbody>
<tr>
<td width="195"><strong>PART/TIME</strong></td>
<td width="302"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="247"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="195">INTRODUCTION</p>
<p>5 minutes</td>
<td width="302">1. Asks students whether they have ever written an imaginative composition.</p>
<p>2. Explains what an imaginative composition is.</p>
<p>3.Tells them that they are about to learn how to write an imaginative composition</td>
<td width="247">1. Says whether or not they have written an imaginative composition.</p>
<p>2. Listens and seeks clarification.</p>
<p>3. Listens and takes notes.</td>
</tr>
<tr>
<td width="195">DEVELOPMENT</p>
<p>30 minutes</td>
<td width="302">1. Issues the sample imaginative composition.</p>
<p>2. Asks students to list the elements of an imaginative composition.</p>
<p>3. Groups the learners. Asks them to write an imaginative composition on the topic given.</p>
<p>4. Asks learners to read aloud some of the imaginative composition.</td>
<td width="247">1. Reads the imaginative composition letter.</p>
<p>2. Lists the elements.</p>
<p>3. Write the imaginative composition.</p>
<p> ;</p>
<p>4. Reads aloud the letter.</td>
</tr>
<tr>
<td width="195">5 CONCLUSION</td>
<td width="302">1. Asks students to outline the features of application letters.</p>
<p>2. Gives an exercise.</td>
<td width="247">1. Outlines the features.</p>
<p>2. Writes the exercise.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="438"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> WRITING</strong></p>
<p><strong>Imaginative Compositions</strong></td>
</tr>
</tbody>
</table>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong>FORM THREE LESSON PLAN TERM 1, 2019</strong></p>
<p><strong>SCHOOL: <u>__________________________________________________</u></strong></p>
<p><strong>TCHR’S NAME:<u> ___________________________</u>CLASS: <u>FORM 3_______________</u></strong></p>
<p><strong>DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________</strong></p>
<p><strong>SKILL/TOPIC: </strong>READING/ Blossoms of the Savannah</p>
<p><strong>SUB-TOPIC:</strong> Plot analysis: Chapter Fifteen and Sixteen</p>
<p><strong>OBJECTIVE:</strong> By the end of the lesson, the learner should be able to:</p>
<ol>
<li>a) Discuss the setting of Chapter Fifteen and Sixteen</li>
<li>b) Explain the character traits, themes and style in Chapter Fifteen and Sixteen</li>
</ol>
<p><strong>T/L RESOURCES:</strong> Novel to be read</p>
<p><strong>REFERENCES: </strong>Blossoms of the Savannah, Guide Books</p>
<table width="726">
<tbody>
<tr>
<td width="109"><strong>PART/TIME</strong></td>
<td width="349"><strong>TEACHER’S ACTIVITES</strong></td>
<td width="268"><strong>LEARNER’S ACTIVITIES</strong></td>
</tr>
<tr>
<td width="109">INTRODUCTION</p>
<p>5 minutes</td>
<td width="349">(a) Asks students to freely talk about</p>
<p>(b) Tells students that they will be reading Chapter Fifteen and Sixteen</td>
<td width="268">(a) Gives details about</p>
<p>(b) Listens and takes notes.</p>
<p> ;</td>
</tr>
<tr>
<td width="109">DEVELOPMENT</p>
<p> ;</p>
<p>30minutes</td>
<td width="349">1. Tells the students to read Chapter Fifteen and Sixteen of the novel.</p>
<p>2. Asks the students to explain the setting, and the character traits in the chapter.</p>
<p>3.Asks them to discuss in groups the themes and style in the chapter</p>
<p>4. Allows the groups to present their projects.</td>
<td width="268">1. Read in turns.</p>
<p>2.Explains the setting, traits, themes and style in the chapter</p>
<p>3.Discusses other traits of</p>
<p>4. Presents their project.</p>
<p>5. Listens and takes notes.</td>
</tr>
<tr>
<td width="109">CONCLUSION</p>
<p>5 minutes</td>
<td width="349">(a) Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter</p>
<p>(b)Gives an assignment.</td>
<td width="268">(a) Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter</p>
<p>(b) Writes the assignment.</td>
</tr>
</tbody>
</table>
<p><strong>CHALKBOARD LAYOUT</strong></p>
<table>
<tbody>
<tr>
<td width="623"><strong>Date ENGLISH FORM 3</strong></p>
<p><strong> READING</strong></p>
<p><strong> Blossoms of the Savannah</strong></p>
<p><strong>Plot Analysis</strong></p>
<p><strong>Chapter Fifteen and Sixteen</strong></td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p><strong>COMMENTS:</strong></p>
<p><strong>……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………</strong></p>

