How do you write a Class 2 lesson plan in English?

6 Steps to building an effective lesson plan Step 1: Identify your learning objectives. ... Step 2: Work with your grade level team. ... Step 3: Design your learning activities & content. ... Step 4: Determine how you will assess knowledge. ... Step 5: Adapt & modify according to students' needs. ... Step 6: Review & edit. Jan 17, 2024

How to prepare lesson plan format?

How to Write a Lesson Plan Set goals. Create an overview. Manage timelines. Know your students. Execution. Assess student progress.

How to create a lesson plan template for elementary students?

Process Your lesson plan should outline the steps of your lesson in an easy-to-follow manner. ... Identify resources you will use (e.g., books, videos, etc.) Identify steps you will take to engage students (e.g., games, activities) Identify materials you will need (e.g., writing supplies, paper, computer equipment) More items... Jul 12, 2024

How to prepare a yearly lesson plan?

Things You Should Know A lesson plan outlines what you'll teach in a given lesson and provides justification for why you're teaching it. Every lesson plan needs an objective, relevant standards, a timeline of activities, an overview of the class, assessments, and required instructional materials. More items...

How do you write a English lesson plan for beginners?

Points to consider when writing the plan What is the main topic of the lesson? ... How can I arouse their interest? ... How can I challenge them? ... How much should I review what they've already done? ... What are the objectives of the lesson? ... What vocabulary do I want to teach them? ... How can I explain the activities? More items...

What are the 5 steps in a lesson plan?

The five stepped system of lesson planning was started by J. Friedrich Herbert, a German psychologist. His five-stage system of lesson planning involves five discrete steps including preparation, presentation, association, generalization, and application .

What is an example of a big idea in a lesson plan?

Examples of lesson-specific big ideas include: trade is one way to get the things you need or want ; it works best when each person has something the other wants; families change and adapt to changes; the money people pay the government is called taxes.

What's a lesson plan sample?

Lesson plan examples can help you create your own plan, which is a document that outlines how you plan to teach your class about a particular topic . Since there are many types of lesson plans and these documents include various parts, looking at an example can help you understand how each part of the plan works.

What are the 4 A's of a lesson plan?

The 4A's lesson plan includes objectives, subject matter, procedures divided into preliminary activities, motivation, activity, analysis, abstraction, and application . The 5A's lesson plan has the same components but adds an assessment section.

How do you format a daily lesson plan?

The daily lesson plan includes the following components: Lesson Information. ... Lesson Topic. ... Benchmarks and Performance Standards. ... Intended learning outcomes. ... Instructional Resources. ... Arrangement of the Environment. ... Instructional Activities.

What are the 5 parts of a lesson plan?

The 5E lesson plan is based on an instructional model that consists of five phases or steps: Engage, Explore, Explain, Elaborate, and Evaluate . This model enables teachers to create cohesive and engaging lessons that build up from one section to the next.

ENGLISH FORM 2 LESSON PLANS - Educationnewshub.co.ke (2024)

ENGLISH LESSON PLANS

FORM TWO LESSON PLAN TERM 1, ………..

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ PRONUNCIATION

SUB-TOPIC:Pronunciation and problematic sounds

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

(a) Identify words with problematic sounds

(b) Pronounce the words with problematic sounds correctly.

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

Flashcards containing words with problematic sounds.

REFERENCES:Secondary English Bk 2 Pg 1-2

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

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ENGLISH FORM 2 LESSON PLANS - Educationnewshub.co.ke (1)

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

LISTENING AND SPEAKING

PRONUNCIATION

Pronunciation and Problematic Sounds

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

FORM TWO LESSON PLAN TERM 1, 2020

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC:Scanning

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

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

T/L RESOURCES:Chalkboard

REFERENCES: Secondary English Bk 2Pg 4-6

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

STUDY SKILLS

Scanning

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC:A Worthy Prefect

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

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

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

REFERENCES: Secondary English Bk 2Pg 4-5

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

READING

COMPREHENSION

A WORTHY PREFECT

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WORD STUDY

SUB-TOPIC:Building Vocabulary

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

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

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

REFERENCES: Secondary English Bk 2Pg 9-10

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

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a) Asks students to mention some words that they commonly misspell. (b) Tells them the reasons behind misspelling of words.	(a) Gives the features of summary. (b) Listens and takes notes.
DEVELOPMENT 30 minutes	1. Read out a list of commonly misspelt words. 2. Tells learners to write them down in their exercise books. 3. Asks the learners to spell each word as they mark for one another. 4.Summarizes the points to consider when spelling words	1. Listens. 2. Writes down the answers. 3. Mark for one another. 4.Listens and takes down notes
CONCLUSION 5 minutes	1. Asks some students to give more commonly misspelt words. 2. Gives an exercise in the students’ textbook.	1. Gives more commonly misspelt words. 2. Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

WORD STUDY

Commonly Misspelt Words

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Collective Nouns

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

(a) Define a collective noun.

(b) Use collective nounsin sentences of their own.

T/L RESOURCES: Chart showing collective nouns

REFERENCES: Secondary English Bk 2Pg 6-7

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM

GRAMMAR

Collective Nouns

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC:Punctuation marks: Hyphen

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

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

T/L RESOURCES: Sample sentences

REFERENCES: Secondary English Bk 2Pg39-41

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

WRITING

Punctuation

Hyphens

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ PRONUNCIATION

SUB-TOPIC:Silent Letters

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

(a) Identify silent letters in words correctly

(b) Read words with silent letters correctly.

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

Flashcards containing words with silent letters.

REFERENCES:Secondary English Bk 2 Pg 11-12

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

LISTENING AND SPEAKING

PRONUNCIATION

Silent Letters

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC:Skimming

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

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

T/L RESOURCES:Chalkboard

REFERENCES: Secondary English Bk 2 Pg 139-141

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

STUDY SKILLS

Skimming

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC:The Money Doubler

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

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

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

REFERENCES: Secondary English Bk 2 Pg 25-27

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

READING

COMPREHENSION

The Money Doubler

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WORD STUDY

SUB-TOPIC:Building Vocabulary

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

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

T/L RESOURCES:Crossword puzzle

REFERENCES: Secondary English Bk 2 Pg

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

WORD STUDY

Building vocabulary

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Compound Nouns

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

(a) Define a compound noun.

(b) Use compound nounsin sentences of their own.

T/L RESOURCES: Chart showing compound nouns

REFERENCES: Secondary English Bk 2 Pg 8-9

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

GRAMMAR

Compound Nouns

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC:Punctuation marks: Apostrophe

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

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

T/L RESOURCES: Sample sentences

REFERENCES: Secondary English Bk 2Pg40

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

WRITING

Punctuation

Apostrophes

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING

SUB-TOPIC: Stress

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

(a) Stress the appropriate syllables in words correctly

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

T/L RESOURCES: Charts, blackboard

REFERENCES: Secondary English Bk 2 Pg 31-33

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

LISTENING AND SPEAKING

Stress

How to put stress in words

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC:Telephone Etiquette

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

Demonstrate awareness of telephone etiquette
Conduct a telephone conversation using etiquette

T/L RESOURCES:Mobile Phone

REFERENCES: Secondary English Bk 2 Pg 129-130

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

STUDY SKILLS

Telephone Etiquette

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC:Celebrating Our Gender

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

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

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

REFERENCES: Secondary English Bk 2 Pg 34-35

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

READING

COMPREHENSION

Celebrating Our Gender

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Phrasal Quantifiers

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

(a) Define a phrasal quantifier.

(b) Use phrasal quantifierin sentences of their own.

T/L RESOURCES: Chart showing phrasal quantifiers

REFERENCES: Secondary English Bk 2 Pg 17-19

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

GRAMMAR

Phrasal Quantifiers

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC:Using Figurative Language

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

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

T/L RESOURCES: Sample sentenceswith figurative language

REFERENCES: Secondary English Bk 2Pg

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

WRITING

Using Figurative Language

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ PRONUNCIATION

SUB-TOPIC:Words often mispronounced

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

(a) Identify words that are often mispronounced.

(b) Write them down correctly in phonetic transcription.

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

Flashcards containing words with problematic sounds.

REFERENCES:Secondary English Bk 2 Pg 22-23

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

LISTENING AND SPEAKING

PRONUNCIATION

Words often mispronounced

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: ORAL SKILLS

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

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

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

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

REFERENCES: Secondary English Bk 2

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

STUDY SKILLS

Pronunciation of /p/ and /b/ sounds

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC:World Environment Day

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

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

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

REFERENCES: Secondary English Bk 2 Pg 45-47

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

READING

COMPREHENSION

WORLD ENVIRONMENT DAY

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Possessives

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

(a) Define a possessive.

(b) Use possessives in sentences of their own.

T/L RESOURCES: Chart showing possessives

REFERENCES: Secondary English Bk 2 Pg 36-37

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM

GRAMMAR

Possessives

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC:Invitation letters

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

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

T/L RESOURCES: Sample sentences

REFERENCES: Secondary English Bk 2Pg19-21

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

WRITING

Invitation Letters

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC:Who Will Speak Out?

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

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

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

REFERENCES: Secondary English Bk 2 Pg14-17

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

READING

COMPREHENSION

WHO WILL SPEAK OUT?

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WORD STUDY

SUB-TOPIC:Building Vocabulary

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

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

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

REFERENCES: Secondary English Bk 2 Pg 9-10

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

WORD STUDY

Vocabulary

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Personal Pronouns

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

(a) Define a personal pronoun.

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

T/L RESOURCES: Chart showing personal pronouns

REFERENCES: Secondary English Bk 2 Pg 47-50

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

GRAMMAR

Personal Pronouns

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC:Descriptive writing

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

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

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

T/L RESOURCES: Sample a descriptive composition

REFERENCES: Secondary English Bk 2 Pg 50-51

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

WRITING

Descriptive Writing

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature

SUB-TOPIC:Features of a Legend

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

(a) Identify the features of a legend.

(b) Discuss the functions of a legend

T/L RESOURCES: Sample of a legend

REFERENCES: Secondary English Bk 2 Pg 74-75

Oral Literature for Schools
Teacher’s Book

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

LISTENING AND SPEAKING

Oral Literature

Legends

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: ORAL SKILLS

SUB-TOPIC:Different but similar sounding words

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

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

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

REFERENCES: Secondary English Bk 2 52-53

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

STUDY SKILLS

Words With Similar sounds But Different In Meanings

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC:Effects Of Alcohol

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

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

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

REFERENCES: Secondary English Bk 2 Pg 55-56

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

READING

COMPREHENSEFFECTS OF ALCOHOL

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC:Note-taking

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

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

T/L RESOURCES: Articles and passage to be read

REFERENCES: Secondary English Bk 2 Pg 75-76

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

READING

Reading Skills

Note-taking

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Indefinite Pronouns

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

(a) Define an indefinite pronoun.

(b) Use indefinite pronounsin sentences of their own.

T/L RESOURCES: Chart showing indefinite pronouns

REFERENCES: Secondary English Bk 2 Pg 57-59

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM

GRAMMAR

Indefinite Pronouns

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC:Creative Writing

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

(a) Discuss the elements of a good imaginative composition

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

T/L RESOURCES: Sample an imaginative composition

REFERENCES: Secondary English Bk 2 Pg 71-73

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

WRITING

Creative Writing

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature

SUB-TOPIC:Myths

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

(a) Identify the features of a myth.

(b) Discuss the functions of a myth

T/L RESOURCES: Sample of a myth

REFERENCES: Secondary English Bk 2 Pg 61-65

Oral Literature for Schools
Teacher’s Book

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

LISTENING AND SPEAKING

Oral Literature

Myths

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC:Information Technology (IT)

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

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

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

REFERENCES: Secondary English Bk 2 Pg 65-66

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

READING

COMPREHENSION

Information Technology (IT)

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Primary Auxiliary Verbs

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

(a) Define a primary auxiliary verb.

(b) Use primary auxiliary verbsin sentences of their own.

T/L RESOURCES: Chart showing primary auxiliary verbs

REFERENCES: Secondary English Bk 2 Pg 67-68

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM

GRAMMAR

Primary auxiliary Verbs

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC:Descriptive writing: An Event

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

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

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

T/L RESOURCES: Sample a descriptive compositionof an event

REFERENCES: Secondary English Bk 2 Pg 60

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

WRITING

Descriptive Writing: An Event

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC:How I survived drug abuse

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

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

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

REFERENCES: Secondary English Bk 2 Pg 77-79

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM 2

READING

COMPREHENSION

HOW I SURVIVED DRUG ABUSE

COMMENTS:

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Modal auxiliaries

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

(a) Define a modal auxiliary.

(b) Use a modal auxiliaryin sentences of their own.

T/L RESOURCES: Chart showing collective nouns

REFERENCES: Secondary English Bk 2 Pg 68-71

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

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

CHALKBOARD LAYOUT

Date ENGLISH FORM

GRAMMAR

Modal auxiliaries

COMMENTS:

ENGLISH FORM 2 LESSON PLANS - Educationnewshub.co.ke (2024)

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