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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
READING
|
Comprehension
The Worrying Drug Problem in Kenya
|
By the end of the
lesson, the learner
should be able to:
Read the passage silently Answer questions on the passage correctly. Appreciate the dangers of drug abuse. Infer meaning of the new words used |
Reading comprehension
|
Chalkboard
Magazine cuttings on drug abuse |
Secondary English Book 1 students book Page 68-70
Teachers guide page 59-61 A good English dictionary |
|
| 2 | 2 |
READING
|
Comprehension
The Worrying Drug Problem in Kenya
|
By the end of the
lesson, the learner
should be able to:
Read the passage silently Answer questions on the passage correctly. Appreciate the dangers of drug abuse. Infer meaning of the new words used |
Reading comprehension
|
Chalkboard
Magazine cuttings on drug abuse |
Secondary English Book 1 students book Page 68-70
Teachers guide page 59-61 A good English dictionary |
|
| 2 | 3 |
READING
|
Comprehension
The Worrying Drug Problem in Kenya
|
By the end of the
lesson, the learner
should be able to:
Read the passage silently Answer questions on the passage correctly. Appreciate the dangers of drug abuse. Infer meaning of the new words used |
Reading comprehension
|
Chalkboard
Magazine cuttings on drug abuse |
Secondary English Book 1 students book Page 68-70
Teachers guide page 59-61 A good English dictionary |
|
| 2 | 4 |
READING
|
Comprehension
The Worrying Drug Problem in Kenya
|
By the end of the
lesson, the learner
should be able to:
Read the passage silently Answer questions on the passage correctly. Appreciate the dangers of drug abuse. Infer meaning of the new words used |
Reading comprehension
|
Chalkboard
Magazine cuttings on drug abuse |
Secondary English Book 1 students book Page 68-70
Teachers guide page 59-61 A good English dictionary |
|
| 2 | 5 |
GRAMMAR
|
The Continuous Aspect
|
By the end of the
lesson, the learner
should be able to:
Master spelling rules of present and past participle verbs. Use the continuous and the perfect aspects correctly. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 1 students book Page70-73
Teachers guide page 61-62 |
|
| 2 | 6 |
GRAMMAR
|
The Continuous Aspect
|
By the end of the
lesson, the learner
should be able to:
Master spelling rules of present and past participle verbs. Use the continuous and the perfect aspects correctly. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 1 students book Page70-73
Teachers guide page 61-62 |
|
| 2 | 7 |
GRAMMAR
|
The Continuous Aspect
|
By the end of the
lesson, the learner
should be able to:
Master spelling rules of present and past participle verbs. Use the continuous and the perfect aspects correctly. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 1 students book Page70-73
Teachers guide page 61-62 |
|
| 2 | 8 |
GRAMMAR
|
The Continuous Aspect
|
By the end of the
lesson, the learner
should be able to:
Master spelling rules of present and past participle verbs. Use the continuous and the perfect aspects correctly. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 1 students book Page70-73
Teachers guide page 61-62 |
|
| 3 | 1 |
WRITING
|
Informal letters
|
By the end of the
lesson, the learner
should be able to:
Identify the different parts of an informal letter. Write informal letters correctly. Write neatly and legibly Use vocabulary and sentence structures correctly. |
Writing
discussion |
Chalkboard
Sample informal letters |
Secondary English Book 1 students book Page 73-75
Teachers guide page 63-64 |
|
| 3 | 2 |
WRITING
|
Informal letters
|
By the end of the
lesson, the learner
should be able to:
Identify the different parts of an informal letter. Write informal letters correctly. Write neatly and legibly Use vocabulary and sentence structures correctly. |
Writing
discussion |
Chalkboard
Sample informal letters |
Secondary English Book 1 students book Page 73-75
Teachers guide page 63-64 |
|
| 3 | 3 |
WRITING
|
Informal letters
|
By the end of the
lesson, the learner
should be able to:
Identify the different parts of an informal letter. Write informal letters correctly. Write neatly and legibly Use vocabulary and sentence structures correctly. |
Writing
discussion |
Chalkboard
Sample informal letters |
Secondary English Book 1 students book Page 73-75
Teachers guide page 63-64 |
|
| 3 | 4 |
WRITING
|
Informal letters
|
By the end of the
lesson, the learner
should be able to:
Identify the different parts of an informal letter. Write informal letters correctly. Write neatly and legibly Use vocabulary and sentence structures correctly. |
Writing
discussion |
Chalkboard
Sample informal letters |
Secondary English Book 1 students book Page 73-75
Teachers guide page 63-64 |
|
| 3 | 5 |
WRITING
|
Informal letters
|
By the end of the
lesson, the learner
should be able to:
Identify the different parts of an informal letter. Write informal letters correctly. Write neatly and legibly Use vocabulary and sentence structures correctly. |
Writing
discussion |
Chalkboard
Sample informal letters |
Secondary English Book 1 students book Page 73-75
Teachers guide page 63-64 |
|
| 3 | 6 |
WRITING
|
Informal letters
|
By the end of the
lesson, the learner
should be able to:
Identify the different parts of an informal letter. Write informal letters correctly. Write neatly and legibly Use vocabulary and sentence structures correctly. |
Writing
discussion |
Chalkboard
Sample informal letters |
Secondary English Book 1 students book Page 73-75
Teachers guide page 63-64 |
|
| 3 | 7 |
WRITING
|
Informal letters
|
By the end of the
lesson, the learner
should be able to:
Identify the different parts of an informal letter. Write informal letters correctly. Write neatly and legibly Use vocabulary and sentence structures correctly. |
Writing
discussion |
Chalkboard
Sample informal letters |
Secondary English Book 1 students book Page 73-75
Teachers guide page 63-64 |
|
| 3 | 8 |
LISTENING AND SPEAKING
|
Intonation
|
By the end of the
lesson, the learner
should be able to:
Listen and talk about trickster narratives Use intonation appropriately |
Reading
|
Chalkboard
|
Secondary English Book 1 students book Page 76-78
Teachers guide page 64 |
|
| 4 | 1 |
STUDY SKILLS
|
Studying poetry 1
|
By the end of the
lesson, the learner
should be able to:
Recognize a poem when they see one. Appreciate the experience of a poem. Describe the identity of the persona in a poem. |
Reciting
|
Chalkboard
|
Secondary English Book 1 students book Page 78-80
Teachers guide page 65-66 |
|
| 4 | 2 |
STUDY SKILLS
|
Studying poetry 1
|
By the end of the
lesson, the learner
should be able to:
Recognize a poem when they see one. Appreciate the experience of a poem. Describe the identity of the persona in a poem. |
Reciting
|
Chalkboard
|
Secondary English Book 1 students book Page 78-80
Teachers guide page 65-66 |
|
| 4 | 3 |
STUDY SKILLS
|
Studying poetry 1
|
By the end of the
lesson, the learner
should be able to:
Recognize a poem when they see one. Appreciate the experience of a poem. Describe the identity of the persona in a poem. |
Reciting
|
Chalkboard
|
Secondary English Book 1 students book Page 78-80
Teachers guide page 65-66 |
|
| 4 | 4 |
STUDY SKILLS
|
Studying poetry 1
|
By the end of the
lesson, the learner
should be able to:
Recognize a poem when they see one. Appreciate the experience of a poem. Describe the identity of the persona in a poem. |
Reciting
|
Chalkboard
|
Secondary English Book 1 students book Page 78-80
Teachers guide page 65-66 |
|
| 4 | 5 |
STUDY SKILLS
|
Studying poetry 1
|
By the end of the
lesson, the learner
should be able to:
Recognize a poem when they see one. Appreciate the experience of a poem. Describe the identity of the persona in a poem. |
Reciting
|
Chalkboard
|
Secondary English Book 1 students book Page 78-80
Teachers guide page 65-66 |
|
| 4 | 6 |
STUDY SKILLS
|
Studying poetry 1
|
By the end of the
lesson, the learner
should be able to:
Recognize a poem when they see one. Appreciate the experience of a poem. Describe the identity of the persona in a poem. |
Reciting
|
Chalkboard
|
Secondary English Book 1 students book Page 78-80
Teachers guide page 65-66 |
|
| 4 | 7 |
STUDY SKILLS
|
Studying poetry 1
|
By the end of the
lesson, the learner
should be able to:
Recognize a poem when they see one. Appreciate the experience of a poem. Describe the identity of the persona in a poem. |
Reciting
|
Chalkboard
|
Secondary English Book 1 students book Page 78-80
Teachers guide page 65-66 |
|
| 4 | 8 |
READING
|
Comprehension
Disability is not Inability
|
By the end of the
lesson, the learner
should be able to:
Read and answer questions on the passage correctly. Appreciate that disability is not inability. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
|
Secondary English Book 1 students book Page 80-82
Teachers guide page 66-67 A good English dictionary |
|
| 5 | 1 |
Listening and speaking
|
Legends
|
By the end of the
lesson, the learner
should be able to:
Listen to a passage on legend and answer the questions correctly Identify features of legends shown in the passage from it |
Listening comprehension
Discussing the features of legends Writing down notes about legends |
A chart showing features of a legend
|
Secondary English Bk 2 Pg 74-75
Secondary English Teacher's Guide Bk 2 pg 81-82 |
|
| 5 | 2 |
Listening and speaking
|
Legends
|
By the end of the
lesson, the learner
should be able to:
Listen to a passage on legend and answer the questions correctly Identify features of legends shown in the passage from it |
Listening comprehension
Discussing the features of legends Writing down notes about legends |
A chart showing features of a legend
|
Secondary English Bk 2 Pg 74-75
Secondary English Teacher's Guide Bk 2 pg 81-82 |
|
| 5 | 3 |
Listening and speaking
|
Legends
|
By the end of the
lesson, the learner
should be able to:
Listen to a passage on legend and answer the questions correctly Identify features of legends shown in the passage from it |
Listening comprehension
Discussing the features of legends Writing down notes about legends |
A chart showing features of a legend
|
Secondary English Bk 2 Pg 74-75
Secondary English Teacher's Guide Bk 2 pg 81-82 |
|
| 5 | 4 |
Listening and speaking
|
Legends
|
By the end of the
lesson, the learner
should be able to:
Listen to a passage on legend and answer the questions correctly Identify features of legends shown in the passage from it |
Listening comprehension
Discussing the features of legends Writing down notes about legends |
A chart showing features of a legend
|
Secondary English Bk 2 Pg 74-75
Secondary English Teacher's Guide Bk 2 pg 81-82 |
|
| 5 | 5 |
Listening and speaking
|
Legends
|
By the end of the
lesson, the learner
should be able to:
Listen to a passage on legend and answer the questions correctly Identify features of legends shown in the passage from it |
Listening comprehension
Discussing the features of legends Writing down notes about legends |
A chart showing features of a legend
|
Secondary English Bk 2 Pg 74-75
Secondary English Teacher's Guide Bk 2 pg 81-82 |
|
| 5 | 6 |
Listening and speaking
|
Legends
|
By the end of the
lesson, the learner
should be able to:
Listen to a passage on legend and answer the questions correctly Identify features of legends shown in the passage from it |
Listening comprehension
Discussing the features of legends Writing down notes about legends |
A chart showing features of a legend
|
Secondary English Bk 2 Pg 74-75
Secondary English Teacher's Guide Bk 2 pg 81-82 |
|
| 5 | 7 |
Writing
|
Descriptive writing
An event
|
By the end of the
lesson, the learner
should be able to:
Demonstrate the ability to write a strong description of an event |
Discussing the event
Writing a composition based on the event |
Sample paragraphs from a descriptive composition
|
Secondary English Bk 2 Pg 60
Secondary English Teacher's Guide Bk 2 pg 55-57 |
|
| 5 | 8 |
Writing
|
Descriptive writing
An event
|
By the end of the
lesson, the learner
should be able to:
Demonstrate the ability to write a strong description of an event |
Discussing the event
Writing a composition based on the event |
Sample paragraphs from a descriptive composition
|
Secondary English Bk 2 Pg 60
Secondary English Teacher's Guide Bk 2 pg 55-57 |
|
| 6 | 1 |
Writing
|
Note-taking
|
By the end of the
lesson, the learner
should be able to:
-Identify dos and don't s of taking notes -Demonstrate the ability to take notes effectively from the teacher's lesson |
Note-taking
Discussion explanation |
Sample notes
|
Secondary English Bk 2 Pg 75-77
Secondary English Teacher's Guide Bk 2 pg 72-73 |
|
| 6 | 2 |
Writing
|
Note-taking
|
By the end of the
lesson, the learner
should be able to:
-Identify dos and don't s of taking notes -Demonstrate the ability to take notes effectively from the teacher's lesson |
Note-taking
Discussion explanation |
Sample notes
|
Secondary English Bk 2 Pg 75-77
Secondary English Teacher's Guide Bk 2 pg 72-73 |
|
| 6 | 3 |
Writing
|
Note-taking
|
By the end of the
lesson, the learner
should be able to:
-Identify dos and don't s of taking notes -Demonstrate the ability to take notes effectively from the teacher's lesson |
Note-taking
Discussion explanation |
Sample notes
|
Secondary English Bk 2 Pg 75-77
Secondary English Teacher's Guide Bk 2 pg 72-73 |
|
| 6 | 4 |
Writing
|
Note-taking
|
By the end of the
lesson, the learner
should be able to:
-Identify dos and don't s of taking notes -Demonstrate the ability to take notes effectively from the teacher's lesson |
Note-taking
Discussion explanation |
Sample notes
|
Secondary English Bk 2 Pg 75-77
Secondary English Teacher's Guide Bk 2 pg 72-73 |
|
| 6 | 5 |
Writing
|
Note-taking
|
By the end of the
lesson, the learner
should be able to:
-Identify dos and don't s of taking notes -Demonstrate the ability to take notes effectively from the teacher's lesson |
Note-taking
Discussion explanation |
Sample notes
|
Secondary English Bk 2 Pg 75-77
Secondary English Teacher's Guide Bk 2 pg 72-73 |
|
| 6 | 6 |
Writing
|
Note-taking
|
By the end of the
lesson, the learner
should be able to:
-Identify dos and don't s of taking notes -Demonstrate the ability to take notes effectively from the teacher's lesson |
Note-taking
Discussion explanation |
Sample notes
|
Secondary English Bk 2 Pg 75-77
Secondary English Teacher's Guide Bk 2 pg 72-73 |
|
| 6 | 7 |
Reading
|
Poetry- Writing Short Poems
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate the understanding of the poem and respond to questions on it |
Reading poems
Writing short poems |
Sample short poems
|
Secondary English Bk 2 Pg 82-84
Secondary English Teacher's Guide Bk 2 pg 79-80 |
|
| 6 | 8 |
Reading
|
Poetry- Writing Short Poems
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate the understanding of the poem and respond to questions on it |
Reading poems
Writing short poems |
Sample short poems
|
Secondary English Bk 2 Pg 82-84
Secondary English Teacher's Guide Bk 2 pg 79-80 |
|
| 7 | 1 |
Reading
|
Reading comprehension
Turn The Pointing Finger
|
By the end of the
lesson, the learner
should be able to:
-Read the passage silently -Answer questions on the passage correctly. -Use the vocabulary in the passage correctly in sentences |
Reading comprehension
Discussing the comprehension question |
Newspaper/magazine articles on corruption
|
Secondary English Bk 2 Pg 88-90
Secondary English Teacher's Guide Bk 2 pg 82-83 |
|
| 7 | 2 |
Reading
|
Reading comprehension
Turn The Pointing Finger
|
By the end of the
lesson, the learner
should be able to:
-Read the passage silently -Answer questions on the passage correctly. -Use the vocabulary in the passage correctly in sentences |
Reading comprehension
Discussing the comprehension question |
Newspaper/magazine articles on corruption
|
Secondary English Bk 2 Pg 88-90
Secondary English Teacher's Guide Bk 2 pg 82-83 |
|
| 7 | 3 |
Reading
|
Reading comprehension
Turn The Pointing Finger
|
By the end of the
lesson, the learner
should be able to:
-Read the passage silently -Answer questions on the passage correctly. -Use the vocabulary in the passage correctly in sentences |
Reading comprehension
Discussing the comprehension question |
Newspaper/magazine articles on corruption
|
Secondary English Bk 2 Pg 88-90
Secondary English Teacher's Guide Bk 2 pg 82-83 |
|
| 7 | 4 |
Reading
|
Reading comprehension
Turn The Pointing Finger
|
By the end of the
lesson, the learner
should be able to:
-Read the passage silently -Answer questions on the passage correctly. -Use the vocabulary in the passage correctly in sentences |
Reading comprehension
Discussing the comprehension question |
Newspaper/magazine articles on corruption
|
Secondary English Bk 2 Pg 88-90
Secondary English Teacher's Guide Bk 2 pg 82-83 |
|
| 7 | 5 |
Reading
|
Reading comprehension
Turn The Pointing Finger
|
By the end of the
lesson, the learner
should be able to:
-Read the passage silently -Answer questions on the passage correctly. -Use the vocabulary in the passage correctly in sentences |
Reading comprehension
Discussing the comprehension question |
Newspaper/magazine articles on corruption
|
Secondary English Bk 2 Pg 88-90
Secondary English Teacher's Guide Bk 2 pg 82-83 |
|
| 7 | 6 |
Reading
|
Reading comprehension
Turn The Pointing Finger
|
By the end of the
lesson, the learner
should be able to:
-Read the passage silently -Answer questions on the passage correctly. -Use the vocabulary in the passage correctly in sentences |
Reading comprehension
Discussing the comprehension question |
Newspaper/magazine articles on corruption
|
Secondary English Bk 2 Pg 88-90
Secondary English Teacher's Guide Bk 2 pg 82-83 |
|
| 7 | 7 |
Writing
|
Descriptive writing
|
By the end of the
lesson, the learner
should be able to:
Identify sense of taste to descriptive writing and write a paragraph based on sense of taste |
Write a descriptive based on sense of taste
|
Sample paragraphs
|
Secondary English Bk 2
Secondary English Teacher's Guide Bk 2 pg 57-58 |
|
| 7 | 7-8 |
Writing
|
Descriptive writing
|
By the end of the
lesson, the learner
should be able to:
Identify sense of taste to descriptive writing and write a paragraph based on sense of taste |
Write a descriptive based on sense of taste
|
Sample paragraphs
|
Secondary English Bk 2
Secondary English Teacher's Guide Bk 2 pg 57-58 |
|
| 8 |
Mid term exams and break |
|||||||
| 9 | 1 |
Grammar
|
Future time
|
By the end of the
lesson, the learner
should be able to:
-identify future time and ways of expressing it -use the future time correctly |
Discussing future time
Writing sentences in future time Answering questions on future time |
Sample sentences in future time on a manila paper
|
Secondary English Bk2 pg 101-103
Secondary English Bk2 pg97-99 |
|
| 9 | 2 |
Grammar
|
Future time
|
By the end of the
lesson, the learner
should be able to:
-identify future time and ways of expressing it -use the future time correctly |
Discussing future time
Writing sentences in future time Answering questions on future time |
Sample sentences in future time on a manila paper
|
Secondary English Bk2 pg 101-103
Secondary English Bk2 pg97-99 |
|
| 9 | 3 |
Grammar
|
Future time
|
By the end of the
lesson, the learner
should be able to:
-identify future time and ways of expressing it -use the future time correctly |
Discussing future time
Writing sentences in future time Answering questions on future time |
Sample sentences in future time on a manila paper
|
Secondary English Bk2 pg 101-103
Secondary English Bk2 pg97-99 |
|
| 9 | 4 |
Grammar
|
Future time
|
By the end of the
lesson, the learner
should be able to:
-identify future time and ways of expressing it -use the future time correctly |
Discussing future time
Writing sentences in future time Answering questions on future time |
Sample sentences in future time on a manila paper
|
Secondary English Bk2 pg 101-103
Secondary English Bk2 pg97-99 |
|
| 9 | 5 |
Grammar
|
Future time
|
By the end of the
lesson, the learner
should be able to:
-identify future time and ways of expressing it -use the future time correctly |
Discussing future time
Writing sentences in future time Answering questions on future time |
Sample sentences in future time on a manila paper
|
Secondary English Bk2 pg 101-103
Secondary English Bk2 pg97-99 |
|
| 9 | 6 |
Reading
|
Using the Internet as a Learning Resource
|
By the end of the
lesson, the learner
should be able to:
-Explain how one can access information on the internet |
Discussion on the internet as a source of information
|
Pictures of a computer
|
Secondary English Bk 2 pg 64-65 Secondary English Teacher's Guide Bk 2 pg 62-63 |
|
| 9 | 7 |
Reading
|
Using the Internet as a Learning Resource
|
By the end of the
lesson, the learner
should be able to:
-Explain how one can access information on the internet |
Discussion on the internet as a source of information
|
Pictures of a computer
|
Secondary English Bk 2 pg 64-65 Secondary English Teacher's Guide Bk 2 pg 62-63 |
|
| 9 | 8 |
Reading
|
Using the Internet as a Learning Resource
|
By the end of the
lesson, the learner
should be able to:
-Explain how one can access information on the internet |
Discussion on the internet as a source of information
|
Pictures of a computer
|
Secondary English Bk 2 pg 64-65 Secondary English Teacher's Guide Bk 2 pg 62-63 |
|
| 10 | 1 |
writing
|
Writing replies to invitation letters
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; -Write replies to invitation letters of various kinds |
Writing replies to invitation letters given
Discussion on replying to invitation letters |
Sample replies to invitation letters
|
Secondary English Bk2 pg 29-30
Secondary English Teacher's Guide Bk 2pg 24-25 |
|
| 10 | 2 |
writing
|
Writing replies to invitation letters
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; -Write replies to invitation letters of various kinds |
Writing replies to invitation letters given
Discussion on replying to invitation letters |
Sample replies to invitation letters
|
Secondary English Bk2 pg 29-30
Secondary English Teacher's Guide Bk 2pg 24-25 |
|
| 10 | 3 |
writing
|
Writing replies to invitation letters
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; -Write replies to invitation letters of various kinds |
Writing replies to invitation letters given
Discussion on replying to invitation letters |
Sample replies to invitation letters
|
Secondary English Bk2 pg 29-30
Secondary English Teacher's Guide Bk 2pg 24-25 |
|
| 10 | 4 |
writing
|
Writing replies to invitation letters
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; -Write replies to invitation letters of various kinds |
Writing replies to invitation letters given
Discussion on replying to invitation letters |
Sample replies to invitation letters
|
Secondary English Bk2 pg 29-30
Secondary English Teacher's Guide Bk 2pg 24-25 |
|
| 10 | 5 |
writing
|
Writing replies to invitation letters
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; -Write replies to invitation letters of various kinds |
Writing replies to invitation letters given
Discussion on replying to invitation letters |
Sample replies to invitation letters
|
Secondary English Bk2 pg 29-30
Secondary English Teacher's Guide Bk 2pg 24-25 |
|
| 10 | 6 |
Grammar
|
The Perfect Aspect
|
By the end of the
lesson, the learner
should be able to:
-Use the perfect Aspect effectively in sentences -Distinguish between past perfect aspect and present perfect aspect |
Writing sentences in perfect Aspect
|
Diagram drawn on manila paper illustrating perfect aspect
|
Secondary English Bk2 pg79-82
Secondary English Teacher's Guide Bk2 pg 77-78 |
|
| 10 | 7 |
Grammar
|
The Perfect Aspect
|
By the end of the
lesson, the learner
should be able to:
-Use the perfect Aspect effectively in sentences -Distinguish between past perfect aspect and present perfect aspect |
Writing sentences in perfect Aspect
|
Diagram drawn on manila paper illustrating perfect aspect
|
Secondary English Bk2 pg79-82
Secondary English Teacher's Guide Bk2 pg 77-78 |
|
| 10 | 8 |
Grammar
|
The Perfect Aspect
|
By the end of the
lesson, the learner
should be able to:
-Use the perfect Aspect effectively in sentences -Distinguish between past perfect aspect and present perfect aspect |
Writing sentences in perfect Aspect
|
Diagram drawn on manila paper illustrating perfect aspect
|
Secondary English Bk2 pg79-82
Secondary English Teacher's Guide Bk2 pg 77-78 |
|
| 11 | 1 |
Listening And
Speaking
|
Songs
-Birth songs
-lullaby
|
By the end of the
lesson, the learner
should be able to:
-identify the features of a birth song -Sing a birth song Identify features of a lullaby Sing a lullaby |
Singing a lullaby and birth songs of choice
Writing features of a lullaby and birth songs Answering questions on lullabies and birth songs |
Audio tapes of birth songs and lullabies from different communities
|
Secondary English Bk 2 pg96-97
Secondary English Teaher;s Guide Bk 2 pg 91-93 |
|
| 11 | 2 |
Listening And
Speaking
|
Songs
-Birth songs
-lullaby
|
By the end of the
lesson, the learner
should be able to:
-identify the features of a birth song -Sing a birth song Identify features of a lullaby Sing a lullaby |
Singing a lullaby and birth songs of choice
Writing features of a lullaby and birth songs Answering questions on lullabies and birth songs |
Audio tapes of birth songs and lullabies from different communities
|
Secondary English Bk 2 pg96-97
Secondary English Teaher;s Guide Bk 2 pg 91-93 |
|
| 11 | 3 |
Listening And
Speaking
|
Songs
-Birth songs
-lullaby
|
By the end of the
lesson, the learner
should be able to:
-identify the features of a birth song -Sing a birth song Identify features of a lullaby Sing a lullaby |
Singing a lullaby and birth songs of choice
Writing features of a lullaby and birth songs Answering questions on lullabies and birth songs |
Audio tapes of birth songs and lullabies from different communities
|
Secondary English Bk 2 pg96-97
Secondary English Teaher;s Guide Bk 2 pg 91-93 |
|
| 11 | 4 |
Listening And
Speaking
|
Songs
-Birth songs
-lullaby
|
By the end of the
lesson, the learner
should be able to:
-identify the features of a birth song -Sing a birth song Identify features of a lullaby Sing a lullaby |
Singing a lullaby and birth songs of choice
Writing features of a lullaby and birth songs Answering questions on lullabies and birth songs |
Audio tapes of birth songs and lullabies from different communities
|
Secondary English Bk 2 pg96-97
Secondary English Teaher;s Guide Bk 2 pg 91-93 |
|
| 11 | 5 |
Listening And
Speaking
|
Songs
-Birth songs
-lullaby
|
By the end of the
lesson, the learner
should be able to:
-identify the features of a birth song -Sing a birth song Identify features of a lullaby Sing a lullaby |
Singing a lullaby and birth songs of choice
Writing features of a lullaby and birth songs Answering questions on lullabies and birth songs |
Audio tapes of birth songs and lullabies from different communities
|
Secondary English Bk 2 pg96-97
Secondary English Teaher;s Guide Bk 2 pg 91-93 |
|
| 11 | 6 |
Reading
|
Interpretive Reading
|
By the end of the
lesson, the learner
should be able to:
-Practise reading interpretively -Identify the principal features of interpretive reading |
Reading literary texts aloud
Writing useful hints in interpretive reading |
Audio/Video tapes with examples of interpretive reading
|
Secondary English Bk2 pg97-99
Texts on public speaking |
|
| 11 | 7 |
Reading
|
Interpretive Reading
|
By the end of the
lesson, the learner
should be able to:
-Practise reading interpretively -Identify the principal features of interpretive reading |
Reading literary texts aloud
Writing useful hints in interpretive reading |
Audio/Video tapes with examples of interpretive reading
|
Secondary English Bk2 pg97-99
Texts on public speaking |
|
| 11 | 8 |
Reading
|
Interpretive Reading
|
By the end of the
lesson, the learner
should be able to:
-Practise reading interpretively -Identify the principal features of interpretive reading |
Reading literary texts aloud
Writing useful hints in interpretive reading |
Audio/Video tapes with examples of interpretive reading
|
Secondary English Bk2 pg97-99
Texts on public speaking |
|
| 12 | 1 |
Reading
|
Comprehension
Child Labour
|
By the end of the
lesson, the learner
should be able to:
-Read the passage and answer the questions set on it -Identify forms of child labour mentioned in the passage -State the meanings of words as used in the passage |
Reading the passage and answering the questions set on it
Discussion on child labour |
Newspaper articleson child labour
|
Secondary English Bk 2 pg 99-101
Secondary English Teacher's Guide Bk2 pg 95-97 |
|
| 12 | 2 |
Reading
|
Comprehension
Child Labour
|
By the end of the
lesson, the learner
should be able to:
-Read the passage and answer the questions set on it -Identify forms of child labour mentioned in the passage -State the meanings of words as used in the passage |
Reading the passage and answering the questions set on it
Discussion on child labour |
Newspaper articleson child labour
|
Secondary English Bk 2 pg 99-101
Secondary English Teacher's Guide Bk2 pg 95-97 |
|
| 12 | 3 |
Reading
|
Comprehension
Child Labour
|
By the end of the
lesson, the learner
should be able to:
-Read the passage and answer the questions set on it -Identify forms of child labour mentioned in the passage -State the meanings of words as used in the passage |
Reading the passage and answering the questions set on it
Discussion on child labour |
Newspaper articleson child labour
|
Secondary English Bk 2 pg 99-101
Secondary English Teacher's Guide Bk2 pg 95-97 |
|
| 12 | 4 |
Reading
|
Comprehension
Child Labour
|
By the end of the
lesson, the learner
should be able to:
-Read the passage and answer the questions set on it -Identify forms of child labour mentioned in the passage -State the meanings of words as used in the passage |
Reading the passage and answering the questions set on it
Discussion on child labour |
Newspaper articleson child labour
|
Secondary English Bk 2 pg 99-101
Secondary English Teacher's Guide Bk2 pg 95-97 |
|
| 12 | 5 |
Grammar
|
The Progressive Aspect
|
By the end of the
lesson, the learner
should be able to:
-Distinguish between the past and present progressive aspects -Use the progressive aspect correctly in sentences |
Writing sentences in the progressive aspect
Constructing sentences in both past and present progressive aspects |
Charts showing sentences in the progressive aspect
|
Secondary English B2 pg90-93
Secondary English Teacher's Guide Bk2 pg86-89 |
|
| 12 | 6 |
Grammar
|
The Progressive Aspect
|
By the end of the
lesson, the learner
should be able to:
-Distinguish between the past and present progressive aspects -Use the progressive aspect correctly in sentences |
Writing sentences in the progressive aspect
Constructing sentences in both past and present progressive aspects |
Charts showing sentences in the progressive aspect
|
Secondary English B2 pg90-93
Secondary English Teacher's Guide Bk2 pg86-89 |
|
| 12 | 7 |
Grammar
|
The Progressive Aspect
|
By the end of the
lesson, the learner
should be able to:
-Distinguish between the past and present progressive aspects -Use the progressive aspect correctly in sentences |
Writing sentences in the progressive aspect
Constructing sentences in both past and present progressive aspects |
Charts showing sentences in the progressive aspect
|
Secondary English B2 pg90-93
Secondary English Teacher's Guide Bk2 pg86-89 |
|
| 12 | 8 |
Grammar
|
The Progressive Aspect
|
By the end of the
lesson, the learner
should be able to:
-Distinguish between the past and present progressive aspects -Use the progressive aspect correctly in sentences |
Writing sentences in the progressive aspect
Constructing sentences in both past and present progressive aspects |
Charts showing sentences in the progressive aspect
|
Secondary English B2 pg90-93
Secondary English Teacher's Guide Bk2 pg86-89 |
|
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