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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
LISTENING AND SPEAKING
|
Trickster narratives
|
By the end of the
lesson, the learner
should be able to:
Appreciate the nature of trickster narratives Explain the symbolic role of trickster characters in relation to society. |
Storytelling
Reading |
chalkboard
|
Secondary English Book 1 students book Page 1-3
Teachers guide page 1-3 Oral Literature for Secondary Schools |
|
| 1 | 2 |
STUDY SKILLS
|
Silent reading skills 1
|
By the end of the
lesson, the learner
should be able to:
Determine whether or not they lip-read or sub-vocalize Read without moving the lips or sub-vocalizing |
Reading
|
Chalkboard
|
Secondary English Book 1 students book Page 3-4
Teachers guide page 4-5 |
|
| 1 | 3 |
STUDY SKILLS
|
Silent reading skills 1
|
By the end of the
lesson, the learner
should be able to:
Determine whether or not they lip-read or sub-vocalize Read without moving the lips or sub-vocalizing |
Reading
|
Chalkboard
|
Secondary English Book 1 students book Page 3-4
Teachers guide page 4-5 |
|
| 1 | 4 |
READING
|
Comprehension
Karani and Kemunto
|
By the end of the
lesson, the learner
should be able to:
Appreciate the need for both boys and girls to be involved in all household chores Answer questions on the passage correctly. Infer meaning of the new words used correctly |
Reading comprehension
|
Pre-reading activities
|
Secondary English Book 1 students book Page 5
Teachers guide page 5-6 A good English dictionary |
|
| 1 | 5 |
GRAMMAR
|
Common and proper Nouns
|
By the end of the
lesson, the learner
should be able to:
Distinguish between common and proper nouns Use common and proper nouns correctly. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 1 students book Page6-7
Teachers guide page 7 |
|
| 1 | 6 |
GRAMMAR
|
Common and proper Nouns
|
By the end of the
lesson, the learner
should be able to:
Distinguish between common and proper nouns Use common and proper nouns correctly. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 1 students book Page6-7
Teachers guide page 7 |
|
| 2 | 1 |
WRITING
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of writing neatly Write neatly and legibly |
Writing
discussion |
Chalkboard
Sample of good handwriting |
Secondary English Book 1 students book Page 7-9
Teachers guide page 8-9 |
|
| 2 | 2 |
WRITING
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of writing neatly Write neatly and legibly |
Writing
discussion |
Chalkboard
Sample of good handwriting |
Secondary English Book 1 students book Page 7-9
Teachers guide page 8-9 |
|
| 2 | 3 |
LISTENING AND SPEAKING
|
Pronunciation of /l/ and /r/ sounds
|
By the end of the
lesson, the learner
should be able to:
Listen and talk about possible causes of accidents in the country and how they can be prevented Pronounce the sounds /l/ and /r/ correctly |
Pictures on accident scenes
Newspaper reports on accidents |
chalkboard
|
Secondary English Book 1 students book Page 10-11
Teachers guide page 10-11 |
|
| 2 | 4 |
STUDY SKILLS
|
Silent reading skills 2
|
By the end of the
lesson, the learner
should be able to:
Appreciate the need to develop good silent reading skills Read silently without moving the head or pointing at words |
Reading silently
|
chalkboard
|
Secondary English Book 1 students book Page 11-12
Teachers guide page12 |
|
| 2 | 5 |
STUDY SKILLS
|
Silent reading skills 2
|
By the end of the
lesson, the learner
should be able to:
Appreciate the need to develop good silent reading skills Read silently without moving the head or pointing at words |
Reading silently
|
chalkboard
|
Secondary English Book 1 students book Page 11-12
Teachers guide page12 |
|
| 2 | 6 |
READING
|
Comprehension
The Sick Man
|
By the end of the
lesson, the learner
should be able to:
Read the passage and answer questions on the passage correctly. Appreciate the need to shun corruption. |
Reading comprehension
|
Chalkboard
Anti-corruption posters |
Secondary English Book 1 students book Page 12
Teachers guide page 13-14 A good English dictionary |
|
| 3 | 1 |
GRAMMAR
|
Concrete and Abstract Nouns
|
By the end of the
lesson, the learner
should be able to:
Recognize abstract nouns Recognize concrete nouns Form abstract nouns from other word classes |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 1 students book Page 14-15
Teachers guide page 15 |
|
| 3 | 2 |
GRAMMAR
|
Concrete and Abstract Nouns
|
By the end of the
lesson, the learner
should be able to:
Recognize abstract nouns Recognize concrete nouns Form abstract nouns from other word classes |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 1 students book Page 14-15
Teachers guide page 15 |
|
| 3 | 3 |
GRAMMAR
|
Concrete and Abstract Nouns
|
By the end of the
lesson, the learner
should be able to:
Recognize abstract nouns Recognize concrete nouns Form abstract nouns from other word classes |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 1 students book Page 14-15
Teachers guide page 15 |
|
| 3 | 4 |
WRITING
|
Commonly Misspelt Words
|
By the end of the
lesson, the learner
should be able to:
Identify the commonly misspelt words. Learn to spell the commonly misspelt words correctly |
Writing
discussion |
Chalkboard
Sample |
Secondary English Book 1 students book Page 16
Teachers guide page 17 |
|
| 3 | 5 |
LISTENING AND SPEAKING
|
Pronunciation of /i/ and /I:/ sounds
|
By the end of the
lesson, the learner
should be able to:
Identify and define ogre stories Appreciate the lessons we get from ogre stories Pronounce the vowel sounds /i/ and /I:/ correctly. |
Speaking
|
chalkboard
|
Secondary English Book 1 students book Page 17-19
Teachers guide page 19 |
|
| 3 | 6 |
STUDY SKILLS
|
Reading Aloud 1
|
By the end of the
lesson, the learner
should be able to:
Appreciate the need of developing good oral reading skills. Explain the importance of understanding what they read aloud. |
Reading
|
chalkboard
|
Secondary English Book 1 students book Page 19-20
Teachers guide page 20 A good English Dictionary |
|
| 4 | 1 |
READING
|
Comprehension
Mlafi and Ndele
|
By the end of the
lesson, the learner
should be able to:
Read and answer questions on the passage correctly. Appreciate the need to show gratitude. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
|
Secondary English Book 1 students book Page 21-23
Teachers guide page 22-23 A good English dictionary |
|
| 4 | 2 |
READING
|
Comprehension
Mlafi and Ndele
|
By the end of the
lesson, the learner
should be able to:
Read and answer questions on the passage correctly. Appreciate the need to show gratitude. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
|
Secondary English Book 1 students book Page 21-23
Teachers guide page 22-23 A good English dictionary |
|
| 4 | 3 |
GRAMMAR
|
Count and Non-count Nouns
|
By the end of the
lesson, the learner
should be able to:
Distinguish between count and non-count nouns. Master spelling rules for count nouns. Use count and non-count nouns correctly. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 1 students book Page 23-25
Teachers guide page 24-25 |
|
| 4 | 4 |
GRAMMAR
|
Count and Non-count Nouns
|
By the end of the
lesson, the learner
should be able to:
Distinguish between count and non-count nouns. Master spelling rules for count nouns. Use count and non-count nouns correctly. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 1 students book Page 23-25
Teachers guide page 24-25 |
|
| 4 | 5 |
GRAMMAR
|
Count and Non-count Nouns
|
By the end of the
lesson, the learner
should be able to:
Distinguish between count and non-count nouns. Master spelling rules for count nouns. Use count and non-count nouns correctly. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 1 students book Page 23-25
Teachers guide page 24-25 |
|
| 4 | 6 |
WRITING
|
Writing Narratives
|
By the end of the
lesson, the learner
should be able to:
Discuss the features of narrative writing. Write a narrative. Use vocabulary and sentence structures correctly. Write neatly and legibly |
Writing
discussion |
Chalkboard
Sample |
Secondary English Book 1 students book Page 25-26
Teachers guide page 26 |
|
| 5 | 1 |
LISTENING AND SPEAKING
|
Pronunciation of vowel sounds /u/ and /u:/ , // and //
|
By the end of the
lesson, the learner
should be able to:
Listen and talk about their future careers using correct English Pronounce the sounds given correctly. |
reading
|
chalkboard
|
Secondary English Book 1 students book Page 27
Teachers guide page 27 |
|
| 5 | 2 |
STUDY SKILLS
|
Reading Aloud 2
|
By the end of the
lesson, the learner
should be able to:
Use their voices to emphasize important ideas during oral reading. Reading audibly to an audience. Vary the tone of voice. |
Reading
|
Chalkboard
|
Secondary English Book 1 students book Page 28-29
Teachers guide page 27 |
|
| 5 | 3 |
STUDY SKILLS
|
Reading Aloud 2
|
By the end of the
lesson, the learner
should be able to:
Use their voices to emphasize important ideas during oral reading. Reading audibly to an audience. Vary the tone of voice. |
Reading
|
Chalkboard
|
Secondary English Book 1 students book Page 28-29
Teachers guide page 27 |
|
| 5 | 4 |
READING
|
Comprehension
Relating with Parents
|
By the end of the
lesson, the learner
should be able to:
Read and answer questions on the passage correctly. Appreciate the need to relate well with parents and guardians. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
|
Secondary English Book 1 students book Page 29-31
Teachers guide page 29-30 A good English dictionary |
|
| 5 | 5 |
GRAMMAR
|
Articles
|
By the end of the
lesson, the learner
should be able to:
Use the definite and indefinite articles correctly. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 1 students book Page 31-33
Teachers guide page 30-31 |
|
| 5 | 5-6 |
GRAMMAR
|
Articles
|
By the end of the
lesson, the learner
should be able to:
Use the definite and indefinite articles correctly. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 1 students book Page 31-33
Teachers guide page 30-31 |
|
| 6 |
Midterm break |
|||||||
| 7 | 1 |
WRITING
|
Use of a comma
|
By the end of the
lesson, the learner
should be able to:
Use commas correctly in writing. Writing a composition that is free of grammatical and punctuation errors. Write neatly and legibly |
Writing
discussion |
Chalkboard
Sample |
Excelling in English Book 1 students book Page 33-35
Teachers guide page 31-32 |
|
| 7 | 2 |
WRITING
|
Use of a comma
|
By the end of the
lesson, the learner
should be able to:
Use commas correctly in writing. Writing a composition that is free of grammatical and punctuation errors. Write neatly and legibly |
Writing
discussion |
Chalkboard
Sample |
Excelling in English Book 1 students book Page 33-35
Teachers guide page 31-32 |
|
| 7 | 3 |
LISTENING AND SPEAKING
|
Riddles
|
By the end of the
lesson, the learner
should be able to:
Define a riddle Describe what happens in a riddling session. Participate in riddling session Explain the functions of riddles. |
Speaking
|
chalkboard
|
Secondary English Book 1 students book Page 36-38
Teachers guide page 33 Oral literature by OkumbaMiruka |
|
| 7 | 4 |
STUDY SKILLS
|
Speed Reading
|
By the end of the
lesson, the learner
should be able to:
lesson, : Appreciate the need to vary reading rate depending on purpose for reading. Read in word groups instead of individual words. |
Reading
|
Chalkboard
|
Secondary English Book 1 students book Page 38-41
Teachers guide page 34-35 |
|
| 7 | 5 |
STUDY SKILLS
|
Speed Reading
|
By the end of the
lesson, the learner
should be able to:
lesson, : Appreciate the need to vary reading rate depending on purpose for reading. Read in word groups instead of individual words. |
Reading
|
Chalkboard
|
Secondary English Book 1 students book Page 38-41
Teachers guide page 34-35 |
|
| 7 | 6 |
READING
|
Comprehension
What about this Child?
|
By the end of the
lesson, the learner
should be able to:
Read and answer questions on the passage correctly. Appreciate and shun the evils of child labour Recognize children |
Reading comprehension
|
Pre-reading activities
|
Secondary English Book 1 students book Page 41-42
Teachers guide page 36-37 A good English dictionary |
|
| 8 | 1 |
LISTENING AND SPEAKING
|
Commonly Confused Words
|
By the end of the
lesson, the learner
should be able to:
Pronounce correctly words with similar pronunciations but different spellings. |
Reading
|
Chalkboard
|
Secondary English Book 1 students book Page 41-47
Teachers guide page 41 |
|
| 8 | 2 |
STUDY SKILLS
|
Using a Library
|
By the end of the
lesson, the learner
should be able to:
Explain why people visit a library Explain how reading materials are organized in a library. Display appropriate behavior in a library. |
Discussion
|
Library
Chalkboard Catalogued books |
Secondary English Book 1 students book Page 47-48
Teachers guide page 42 |
|
| 8 | 3 |
STUDY SKILLS
|
Using a Library
|
By the end of the
lesson, the learner
should be able to:
Explain why people visit a library Explain how reading materials are organized in a library. Display appropriate behavior in a library. |
Discussion
|
Library
Chalkboard Catalogued books |
Secondary English Book 1 students book Page 47-48
Teachers guide page 42 |
|
| 8 | 4 |
READING
|
Comprehension
Alfred Nobel-A Man of Contrasts
|
By the end of the
lesson, the learner
should be able to:
Read and answer questions on the passage correctly. Appreciate the need to change the world for the better. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
|
Secondary English Book 1 students book Page 49-50
Teachers guide page 44 A good English dictionary |
|
| 8 | 5 |
GRAMMAR
|
Verbs
|
By the end of the
lesson, the learner
should be able to:
Learn and use verbs correctly. Distinguish between action and stative verbs. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 1 students book Page 50-54
Teachers guide page 45 |
|
| 8 | 6 |
GRAMMAR
|
Verbs
|
By the end of the
lesson, the learner
should be able to:
Learn and use verbs correctly. Distinguish between action and stative verbs. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 1 students book Page 50-54
Teachers guide page 45 |
|
| 9 | 1 |
WRITING
|
Building Sentence Skills
|
By the end of the
lesson, the learner
should be able to:
Recognize various types of sentence construction errors Write properly constructed sentences. |
Writing
discussion |
Chalkboard
|
Secondary English Book 1 students book Page54-55
Teachers guide page 47-48 |
|
| 9 | 2 |
WRITING
|
Building Sentence Skills
|
By the end of the
lesson, the learner
should be able to:
Recognize various types of sentence construction errors Write properly constructed sentences. |
Writing
discussion |
Chalkboard
|
Secondary English Book 1 students book Page54-55
Teachers guide page 47-48 |
|
| 9 | 3 |
LISTENING AND SPEAKING
|
Problematic Sounds
|
By the end of the
lesson, the learner
should be able to:
Pronounce the sounds /l/, /r/, /t/ and /d/ correctly. Identify other sounds they find problematic. |
Reading
|
chalkboard
|
Secondary English Book 1 students book Page 56-57
Teachers guide page 49 |
|
| 9 | 4 |
STUDY SKILLS
|
Using a Dictionary
|
By the end of the
lesson, the learner
should be able to:
Familiarize themselves with the alphabetic order of words in a dictionary. Look up words easily in a dictionary Use a dictionary effectively. |
Discussion
|
English dictionary
Chalkboard |
Secondary English Book 1 students book Page 57-58
Teachers guide page 50 |
|
| 9 | 5 |
STUDY SKILLS
|
Using a Dictionary
|
By the end of the
lesson, the learner
should be able to:
Familiarize themselves with the alphabetic order of words in a dictionary. Look up words easily in a dictionary Use a dictionary effectively. |
Discussion
|
English dictionary
Chalkboard |
Secondary English Book 1 students book Page 57-58
Teachers guide page 50 |
|
| 9 | 6 |
READING
|
Comprehension
Gender Violence and HIV/Aids
|
By the end of the
lesson, the learner
should be able to:
Read and answer questions on the passage correctly. Explain the connection between gender&violence |
Reading comprehension
|
Chalkboard
|
Secondary English Book 1 students book Page 58-59
Teachers guide page 51 A good English dictionary |
|
| 10 | 1 |
GRAMMAR
|
The Simple Past Tense 1
|
By the end of the
lesson, the learner
should be able to:
Distinguish between regular and irregular verbs in the past tense. Form the past tense of regular verbs Use the past tense of regular verbs correctly. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 1 students book Page 60-62
Teachers guide page52-54 |
|
| 10 | 2 |
GRAMMAR
|
The Simple Past Tense 1
|
By the end of the
lesson, the learner
should be able to:
Distinguish between regular and irregular verbs in the past tense. Form the past tense of regular verbs Use the past tense of regular verbs correctly. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 1 students book Page 60-62
Teachers guide page52-54 |
|
| 10 | 3 |
GRAMMAR
|
The Simple Past Tense 1
|
By the end of the
lesson, the learner
should be able to:
Distinguish between regular and irregular verbs in the past tense. Form the past tense of regular verbs Use the past tense of regular verbs correctly. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 1 students book Page 60-62
Teachers guide page52-54 |
|
| 10 | 4 |
WRITING
|
Diaries and Informal Letters
|
By the end of the
lesson, the learner
should be able to:
Appreciate the need of keeping a diary. Make entries in a diary. Use different formats of addresses in informal letter |
Writing
discussion |
Chalkboard
Sample |
Secondary English Book 1 students book Page62-64
Teachers guide page 55-56 |
|
| 10 | 5 |
Poetry
|
Key terms
|
By the end of the
lesson, the learner
should be able to:
Define and explain persona, theme and subject matter as used in poetry Identify each in a poem |
Teacher explanation
Discussion writing |
Chalkboard
|
Understanding poetry
|
|
| 10 | 6 |
Poetry
|
Key terms
|
By the end of the
lesson, the learner
should be able to:
Define mood Explain different words used to describe mood Describe the mood in given poems |
Teacher explanation
Discussion Writing |
Chalkboard
|
Understanding poetry
|
|
| 11 | 1 |
Listening and speaking
|
Homonyms
|
By the end of the
lesson, the learner
should be able to:
Define homonyms Use homonyms correctly in sentences |
Teacher explanation
Discussion writing |
Chalkboard
|
|
|
| 11 | 2 |
Listening and speaking
|
Homonyms
|
By the end of the
lesson, the learner
should be able to:
Define homonyms Use homonyms correctly in sentences |
Teacher explanation
Discussion writing |
Chalkboard
|
|
|
| 11 | 3 |
Grammar
|
The simple past tense 2
|
By the end of the
lesson, the learner
should be able to:
Distinguish the irregular verbs from regular verbs Explain the formation of the simple past tense of irregular verbs Use the irregular verbs correctly in sentences |
Teacher explanation
Discussion writing |
Chalkboard
|
Secondary English Book 1 students book Page 62
Teachers guide page54 |
|
| 11 | 4 |
Grammar
|
The simple past tense 2
|
By the end of the
lesson, the learner
should be able to:
Distinguish the irregular verbs from regular verbs Explain the formation of the simple past tense of irregular verbs Use the irregular verbs correctly in sentences |
Teacher explanation
Discussion writing |
Chalkboard
|
Secondary English Book 1 students book Page 62
Teachers guide page54 |
|
| 11 | 5 |
Grammar
|
The simple past tense 2
|
By the end of the
lesson, the learner
should be able to:
Distinguish the irregular verbs from regular verbs Explain the formation of the simple past tense of irregular verbs Use the irregular verbs correctly in sentences |
Teacher explanation
Discussion writing |
Chalkboard
|
Secondary English Book 1 students book Page 62
Teachers guide page54 |
|
| 11 | 6 |
Oral literature
|
Introduction
|
By the end of the
lesson, the learner
should be able to:
Define oral literature Explain key terms used in oral literature |
Teacher explanation
Discussion writing |
Chalkboard
|
Oral literature for schools
|
|
| 12 |
End term exams |
|||||||
| 13 |
Closing school |
|||||||
Your Name Comes Here