esson Plan 1 (SSS 1 Vocabulary Development) Subject: English Language Class: S.S. 1 Aspect: Vocabulary Development Topic: Words Associated with Agriculture Time: 40 Minutes Specific Objectives: At the end of the lesson, the students should be able to: • list words associated with crops and use them in sentences; • mention words associated with farming activities and implements; • state the importance of farming. Instructional materials: Real objects, charts, diagrams Content: (i) Crops: grains, seeds, tubers, onions, carrots, etc (ii) Farming activities: bush clearing, planting season, weeding, manure, fertilizer, etc (iii) Implements: tractor, hoe, axe, cutlass, etc Presentation: Step I Teacher’s Activity: Teacher explains briefly the importance of Agriculture Students’ Activity: The students listen attentively and also explain the importance of farming Step II Teacher’s Activity: The teacher asks the students to identify common crops and words associated with them using real objects, charts and diagrams. Students’ Activity: The students list the crops they know and how they are planted. Step III Teacher’s Activity: The teacher, using a good chart, leads the students to identify farming implements. Students’ Activity: The students name the farming implements in the chart shown by the teacher. Evaluation Teacher’s Activity Teacher asks students the following oral questions: • List 5 important common crops you know. • Mention 5 words associated with farming activities. • Make sentences with the words mentioned under number 2. • List three common farming implements. • State the major importance of farming. Students Activity Answer the questions above orally. Assignment: Explain the meaning of the following words and use them in sentences: • Harvest • Famine • Bumper • Harvester • Lesson Plan 2 (SSS 1 Oracy Skill: Spoken English) Subject: English Language Class: S.S. 1 Aspect: Oracy Skill: Spoken English Topic: Syllabic Consonant / ᶩ / Time: 40 Minutes Specific Objectives: At the end of the lesson, the students should be able to: • pronounce words with syllabic consonant / ᶩ / without deleting it or inserting intrusive vowel sounds; • use each of the words in a correct sentence. Instructional materials: Flashcards of pre-prepared words and sentences Real objects e.g.: bottle, picture, chalk, chalkboard Content: • Syllabic / ᶩ / in words such as: bottle, little, kettle, rattle, novel, simple. Sample sentences e.g. • Little by little says a thoughtful boy. • The bottle is on the table. • The novel is interesting. Presentation: Step I Teacher’s Activity: The teacher pronounces the words with syllabic consonant / ᶩ / Students’ Activity: The students imitate the teacher’s pronunciation by repeating the words. Step II Teacher’s Activity: The teacher uses the words in sentences. Students’ Activity: The students repeat the sentences after the teacher. Step III Teachers’ Activity: The teacher uses flashcards and real objects to drill the students in pronunciation. Students’ Activity: The students repeat the words after the teacher. Evaluation Teacher’s Activity • The teacher asks students to pronounce certain words written on the board by him/her. • The teacher asks the students to use each of the words in a correct sentence. Students’ Activity • The students pronounce the words written on the board by the teacher. • The students use each of the words in a correct sentence. Assignment: Write five other words with syllabic consonant /l/ and use them in correct sentences. • Lesson Plan 3 (SSS 1 Oracy Skill: Listening Comprehension) Subject: English Language Class: S.S. 1 Aspect: Oracy Skill: (Listening Comprehension) Topic: Listening for Summary through Identifying Key Words Time: 40 Minutes Specific Objectives: At the end of the lesson, the students should be able to: • Listen attentively to a presented material (speech, lecture, passage, etc). • Identify key words that signify main ideas. • Identify key sentences signalled by the relevant key words. • Put the sentences together in a summary form. Instructional materials: Passages on topics on current issues, Speeches, lectures, etc Word cards Sentence strips Content: • Key words that aid summary of speeches, lectures, etc • in addition • as well as • first, second, third, etc • also • furthermore • despite, etc • Passages, speeches and lectures on current topics in which these words can be found. Such as: (1) Right to peaceful association • Rights of the child • Service • Courtesy, etc Presentation: Step I Teacher’s Activity: Teacher presents the lecture, speech or passage to the students Students’ Activity: The students listen attentively to the presentation Step II Teacher’s Activity: The teacher explains to the students the significance of the words in summarizing materials. Students’ Activity: The students listen to the teacher as he explains the significance of the words in summarizing materials. Step III Teacher’s Activity: The teacher leads them to identify the relevant words in the speech, lecture or passage. Students’ Activity: The students list the relevant sentences signalled by the key words already identified. Step IV Teacher’s Activity: The teacher asks the students to identify the relevant sentences signalled by these words. Students’ Activity: The students make a summary of the presentation by putting the sentences together. Evaluation Teacher’s Activity The teacher asks students to do the following: • Identify four key words in the presented selection. • Identify four key sentences signalled by the key words. • Arrange identified sentences logically as a summary of the selection presented. Students’ Activity The students should answer the questions under the teacher’s activity above. Assignment: From a given passage, the students should identify some key words and some key sentences signalled by the key words, and then arrange them logically to form a summary of the given passage. • Lesson Plan 4 (SSS 1 Literacy Skill: Reading Comprehension) Subject: English Language Class: S.S. 1 Aspect: Literacy Skill: Reading Comprehension Topic: Reading to comprehend main ideas or story line Time: 40 Minutes Specific Objectives: At the end of the lesson, the students should be able to: • listen attentively to identify the words that indicate main points in a speech, chat, conversation, etc; • retain key words or key sentences in a speech, chart, conversation, etc. Instructional materials: Tape recorded prose, Short written passages, Picture charts, Flannel board, Flash cards. Content: • Short prose passages • Recorded but short prose passages • Short discussion on topical issues • Passages on issues such as: • Corruption • Environmental pollution • HIV/AIDS, etc Presentation: Step I Teacher’s Activity: The teacher operates and directs the various aids. Students’ Activity: The students pay attention in order to grasp the teacher’s demonstration. Step II Teacher’s Activity: The teacher leads the students to recognize and identify the key/main points in the discourse. Students’ Activity: The students participate actively in listening and discussion exercises. Step III Teacher’s Activity: The teacher corrects them where necessary. Students’ Activity: The students take to any correction from the teacher. Evaluation Teacher’s Activity The teacher reads through short prose passages and recorded passages. Students’ Activity The students pick out the main ideas as the teacher reads through short prose passages and recorded passages. Assignment: From a given speech, the students should write out the main ideas presented there. • Lesson Plan 5 (SSS 1 Writing for Communication) Subject: English Language Class: S.S. 1 Aspect: Letter Writing Topic: Informal Letter Time: 40 Minutes Specific Objectives: At the end of the lesson, the students should be able to: • explain what an informal letter is. • list types of informal letter. • list the format of informal letter. • write an informal letter using the appropriate layout. Instructional materials: A sample of an informal letter and a chart Content: • The meaning of an informal letter • The format: • Address • Date • Salutation • Body • Closing (subscription) • The language and tone of an informal letter – relaxed, flexible, tolerates slangs and colloquial usage Presentation: Step I Teacher’s Activity: The teacher introduces the lesson by explaining what an informal letter is and to whom it can be written. Students’ Activity: The students listen to the teacher and join to discuss what an informal letter is and to whom it can be written. Step II Teacher’s Activity: The teacher displays a sample of informal letter with all the relevant features. Students’ Activity: The students examine the sample provided by the teacher in order to note the important features. Step III Teacher’s Activity: The teacher calls students’ attention to the address, date and opening salutation in the letter. Students’ Activity: The students write their own address, date and opening salutation as part of an informal letter. Step IV Teacher’s Activity: The teacher leads the students to examine and practise the closing statements and subscription. Students’ Activity: The students examine the subscription, the sample letter and write their own closing. Evaluation Teacher’s Activity The teacher asks the students to do the following: • Explain what an informal letter is. • List 3 persons to whom you can write informal letter. • List the format of an informal letter. Students’ Activity The students answer the questions above orally. Assignment Write a letter to your friend in another school telling him or her some notable changes that have taken place in your school within the last one year. • Lesson Plan 6 (SSS 1 English Grammar Structural Patterns) Subject: English Language Class: S.S. 1 Aspect: Structural Patterns Topic: Countable and Uncountable Nouns Time: 40 Minutes Specific Objectives: At the end of the lesson, the students should be able to: • identify both countable and uncountable nouns • differentiate between the two • use them in contextual sentences • recognize and identify nouns that are both countable and uncountable Instructional materials: • Newspaper and magazine dipping • Selected sentences and passages • Students’ text • Objects Content: • Explanation of countable and uncountable nouns: A countable noun is a thing that can be counted or divided into singular or plural. Examples: book, table, pen, house, stone, etc An uncountable noun is a thing that cannot be counted or divided into singular and plural. Examples: milk, ink, tea, water, ice, • Nouns are both countable and uncountable depending on the structure e.g.: Water – a cup of water Sugar – two cubes of sugar Milk – three tins of milk • Uncountable nouns that are used in singular forms e.g. news, advice, scissors, and trousers. Presentation: Step I Teacher’s Activity: The teacher explains what countable nouns are with examples. Students’ Activity: The students listen to the explanation and also participate by giving more examples of countable nouns. Step II Teacher’s Activity: The teacher explains what uncountable nouns are with examples. Students’ Activity: The students listen to the explanation of the teacher and also participate by giving more examples of uncountable nouns. Step III Teacher’s Activity: The teacher explains nouns that are both countable and uncountable depending on the structure to the students. Students’ Activity: The students pay attention to the teachings and explanations and give more examples. Step IV Teacher’s Activity: The teacher gives an explanation on uncountable nouns that are used in singular forms. Students’ Activity: The students listen and ask questions for clarity and better understanding of the points. Evaluation Teacher’s Activity The teacher asks the students to do the exercise below: • Write ten countable and uncountable nouns and use them in sentences. Students’ Activity The students are to do the above exercise. Assignment The students are to write ten nouns that could be used as countable and uncountable nouns and use them in sentences. • S.S. 2 • Lesson Plan 1 (SSS 2 Vocabulary Development) Subject: English Language Class: S.S. 2 Aspect: Vocabulary Development Topic: Spelling of Words (The use of the dictionary) Time: 40 Minutes Specific Objectives: At the end of the lesson, the students should be able to: • identify words. • explain the meaning of the words. • write the words correctly. • use the dictionary to check for the correct spelling of words. • use the words in correct sentences. Instructional materials: Dictionary, flashcards, cardboard which contains some of these words Content: Some words which are commonly misspelt are: deliberate, secretary, tomorrow, necessary, complimentary, suffer, support, supposed, psychology, privilege, priority, physics, pneumonia, resign, restrict, wrinkle, weather, whisper, voucher, resign, resignation, etc. Presentation: Step I Teacher’s Activity: Teacher writes, pronounces and explains the meaning of some of these words. Students’ Activity: The students pronounce the words after the teacher and listen to the explanation on the meaning of some words by the teacher. Step II Teacher’s Activity: The teacher explains the importance of the use of the dictionary. Students’ Activity: The students listen to the teacher’s explanation and also appreciate the importance of the use of the dictionary. Step III Teacher’s Activity: The teacher introduces a passage to locate relevant words and leads the students to identify the relevant words. Students’ Activity: The students should list the relevant words. Step IV Teacher’s Activity: The teacher dictates some words to the students to write down. Students Activity: The students write down the dictated words. Evaluation Teacher’s Activity • The teacher dictates these words to the students to write down: cigarettes, parliament, soldiers, congregation, scissors, council, pursue, popular, abundant, practice Students’ Activity The students write down the correct spelling of the dictated words • The teacher asks the students to write down the meanings of these words from their dictionary Students’ Activity The students write down the meanings of the words from their dictionary. Assignment: The students should use the above words in correct sentences. • Lesson Plan 2 (SS 2 Oracy Skill: Listening Comprehension) Subject: English Language Class: S.S. 2 Aspect: Oracy Skill: (Listening Comprehension) Topic: Listening to Poetry for Comprehension/Pleasure Time: 40 Minutes Specific Objectives: At the end of the lesson, the students should be able to: • Listen to a poem with understanding. • Explain the contextual meanings of new words in the poem. • Explain the new words using the dictionary. • Say the theme of the poem and the style of the poet. • Identify the tone, purpose and the figurative expressions in the poem. Instructional materials: Poetry books, other anthologies, cardboards containing explanations on poetry and types of poem. Content: Poetry • Types of poem e.g. dirge, narrative, ballad, lyric, sonnet, epic, ode, etc • Language of the poem e.g. concise, unique, high, etc. • The theme of the poem – which is the subject matter or the message we can derive from the poem. • The figures of speech in the poem e.g. metaphor, simile, irony, personification, hyperbole, etc. Presentation: Step I Teacher’s Activity: The teacher reads some poems to the students. Students’ Activity: The students listen to the teacher’s oral presentation. Step II Teacher’s Activity: The teacher leads the student to explain the content of the poem Students’ Activity: The students explain the content of the poem. Step III Teacher’s Activity: The teacher leads the students to identify and list the different types of poems. Students’ Activity: The students identify and list the different types of poems. Step IV Teacher’s Activity: The teacher explains the figurative use of language of the poem to the students. Students’ Activity: The students listen to the teacher’s explanations on figurative language use and identify expressions in the poem. Step V Teacher’s Activity: The teacher explains the tone and style of the poem to the students. Students’ Activity: The students listen to the explanation of the tone and style of the poem and comment on the tone and style. Evaluation Teacher’s Activity The teacher reads the poem and asks them to do the following orally: • Listen to the poem. • Identify the poem. • Explain the contextual meanings of the new words in the poem. • Explain the theme of the poem. • Identify the style of the poet. • Identify the figures of speech in the poem. Students’ Activity The students’ discuss the above questions. Assignment: The students are to write an appreciation of a poem. • Lesson Plan 3 (SS 2 Oracy Skills: Spoken English) Subject: English Language Class: S.S. 2 Aspect: Oracy Skills: Spoken English Topic: Consonant Clusters (Three Consonants in Initial Position) Time: 40 Minutes Specific Objectives: At the end of the lesson, the students should be able to: • Recognize the consonants in words. • Pronounce correctly clusters of three consonants which occur at the initial position in words. • Use them in sentences correctly to show their meanings. Instructional materials: Flashcards, cardboards which contain clusters of three consonants initially. Content: Words such as sprint, strong, scrub, spray, scream, splash, struggle, spread, structure, stretch, sprinkle, strike, strict, scratch, etc. Presentation: Step I Teacher’s Activity: The teacher drills students in the pronunciation of three consonant clusters in words (in isolation), and watches out for students who may insert vowels in between clusters. Students’ Activity: The students repeat the teacher’s pronunciation of the consonant clusters in words. Step II Teacher’s Activity: The teacher drills the students in the use of three consonant clusters in sentences. Students’ Activity: The students repeat the teacher’s use of the consonant clusters in sentences. Step III Teacher’s Activity: The teacher shows the meanings of these words in the sentences. Students’ Activity: The students participate in showing the meanings of these words in the sentences. Evaluation Teacher’s Activity The teacher asks the students to: • Pronounce all the words individually. • Pronounce the words in small groups Students’ Activity The students carry out the teacher’s instructions. Assignment: The students are to use these words in correct sentences: scrub, scream, sprinkle, strict and strong. • Lesson Plan 4 (SS 2 Literacy Skill: Reading for Comprehension) Subject: English Language Class: S.S. 2 Aspect: Literacy Skill: Reading for Comprehension Topic: Reading to Summarize Longer Selections Time: 40 Minutes Specific Objectives: At the end of the lesson, the students should be able to: • Read and discuss the passage. • Put together sentences in their own words as a summary. • Identify key ideas from different paragraphs. • Identify topic sentences from paragraphs/passages. • Identify words and expressions that redirect attention to the main point. Instructional materials: Newspaper/magazine cuttings, supplementary readings, poems, plays, course book, other relevant materials. Content: • Suitable passage for summary. • Simple reports for summary. • Passages on reward and punishment. • Short stories for summary. Presentation: Step I Teacher’s Activity: The teacher presents appropriate materials. Students’ Activity: The students read the materials. Step II Teacher’s Activity: The teacher leads students to identify topic sentences. Students’ Activity: The students identify topic sentences. Step III Teacher’s Activity: The teacher encourages the students to write the topic sentences in their own words. Students’ Activity: The students write down topic sentences in their own words. Step IV Teacher’s Activity: The teacher asks students to put together sentences in their own words as a summary. Students’ Activity: The students put together sentences in their own words as a summary. Evaluation Teacher’s Activity • The teacher gives the students a relevant passage to read. • The teacher asks the students to discuss the passage. • Picks out the topic sentences. • Identify key ideas from different paragraphs • Identify words and expressions that redirect attention to the main point. Students’ Activity The students carry out the directives of the teacher as indicated above. Assignment: The students are asked to write a brief summary of the passage. • Lesson Plan 5 (SS 2 Writing for Communication) Subject: English Language Class: S.S. 2 Aspect: Writing for Communication Topic: Formal Letter Time: 40 Minutes Specific Objectives: At the end of the lesson, the students should be able to: • explain the features of a formal letter • write a formal letter Instructional materials: A model formal letter and charts Content: • A formal letter is an official or business letter that we write to organizations. Examples: • An application letter • An apology letter • A letter of complaint • Features of a formal letter: • Writer’s address and date • Recipient’s official status and address • Salutation • Heading of the letter • Body or content of the letter • Conclusion Presentation: Step I Teacher’s Activity: The teacher explains what a formal letter is to the students. Students’ Activity: The students participate in the discussion of formal letter. Step II Teacher’s Activity: The teacher leads students to differentiate between formal and informal letters. Students’ Activity: The students participate in differentiating between formal and informal letters. Step III Teacher’s Activity: The teacher leads students to explain the features of a formal letter. Students’ Activity: The students discuss the features of a formal letter, paying particular attention to the addresses, salutation, heading, introduction, main body, conclusion and closing. Evaluation Teacher’s Activity The teacher asks the students to answer these questions orally: • State the differences between formal and informal letters. • State the similarities between formal and informal letters Students’ Activity The students answer the questions orally. Assignment: The students are asked to write an apology letter to the school principal for their inability to pay school fees in due time. • Lesson Plan 6 (SS 2 Grammar: Structural Patterns) Subject: English Language Class: S.S. 2 Aspect: English Grammar: Structural Patterns Topic: Introduction to Sequence of Tenses Time: 40 Minutes Specific Objectives: At the end of the lesson, the students should be able to: • explain what sequence of tenses involves. • recognize appropriate sequence of tenses within the same sentence. • use effectively, sequence of tenses within the same sentences. Instructional materials: Charts and sentence strips. Content: • There are rules about how tenses in verbs should appear in sequence in the same sentence. For example, if the finite verb in a sentence is in: • Present tense, then other verbs in the sentence should also be in the present e.g. • Obi says that he is the captain of the team. • Past tense, subsequent verbs should also be in the past e.g. • Ola said that he wanted to be the goalkeeper. • Amaka said that she passed the test. Presentation: Step I Teacher’s Activity: The teacher explains the meaning of “sequence of tenses”. This is done through class games. Students’ Activity: The students engage in oral class games in which a pupil makes a statement while someone else reports it. Step II Teacher’s Activity: The teacher guides students in writing sentences using the appropriate sequence of tenses. Students’ Activity: The students write sentences using the correct sequence of tenses. Step III Teacher’s Activity: The teacher guides the students in identifying sentences with appropriate sequence. Students’ Activity: The students identify sentences with appropriate sequence. Evaluation Teacher’s Activity The teacher asks the students to correct the following sentences orally: • She said that she is a teacher in a school. • John Keats said that a thing of beauty was a joy forever. • He said he has posted the letter. • They said they are planning to stay in Abuja. • He told me that he apply for a job. • My friend tell me that he wanted to study medicine. Students’ Activity The students are to correct the above sentences orally. Assignment: Fill in the gaps with the correct form of verbs in the bracket: • Amaka said that she ------------------------- (will, would) assist me. • My friend said that he ------------------------ (is, was) a reporter. • They said that they ---------------------------- (are, were) going to Abuja. • He said that he -------------------------------- (saw, had seen) a film yesterday. • We believe hard work ------------------------- (will pay, pays) in the end. • S.S.S. 3 • Lesson Plan 1 (SS 3 Vocabulary Development) Subject: English Language Class: S.S. 3 Aspect: Vocabulary Development Topic: Vocabulary Associated with Motor Vehicles and Travelling Time: 40 Minutes Specific Objectives: At the end of the lesson, the students should be able to: • pronounce the words correctly • explain the meaning of the words and use them in sentences • tell the meaning of the words in context Instructional materials: • A car • Pictures or diagram of a motor vehicle. • Charts containing the list of words associated with motor vehicles and travelling. Content: • Words associated with parts of a vehicle: chassis, chassis number, bonnet, trafficator, rear lights, side lights, carburettor, radiator, windscreen, wiper, etc. • Words associated with travelling by road: highway, dual carriageway, petrol, pump, mechanic, etc Presentation: Step I Teacher’s Activity: The teacher explains the different parts of a motor vehicle to the students. Students’ Activity: The students listen to the teacher’s explanation. Step II Teacher’s Activity: The teacher asks students to list the parts of a motor vehicle and discusses the functions of these parts. Students’ Activity: The students participate in listing the parts of a motor vehicle. They also participate in discussing their functions. Step III Teacher’s Activity: The teacher leads students in finding the meaning and correct pronunciation of these words. Students’ Activity: The students use the dictionary in getting the actual meaning and pronunciation of the words. Evaluation Teacher’s Activity The teacher asks students to do the following: • Identify and pronounce the words associated with motor vehicles and travelling from a given passage. • Explain the functions of the words and use them in sentences. Students’ Activity The students carry out the teacher’s instruction. Assignment: The students are asked to give an account of an eventful journey in writing. • Lesson Plan 2 (SS 3 Oracy Skill: Spoken English) Subject: English Language Class: S.S. 3 Aspect: Oracy Skill: Spoken English Topic: Engaging in a Meaningful Dialogue on a Given Subject Matter Time: 40 Minutes Specific Objectives: At the end of the lesson, the students should be able to: • read selected passage(s) on dialogue • explain key words and expressions on what they have read • engage in a dialogue based on what they have read from their books or listened to Instructional materials: • Documentations of different programmes. • Newspapers/magazines. • Tape recorders. • Charts. • Story books. Content: • Selected passages on current issues e.g. Drug Abuse, Child Abuse, and Examination Malpractices. • Core values e.g. Honesty, Right Attitude to Work, Discipline. Presentation: Step I Teacher’s Activity: Teacher gives explanation on these current issues and core values Students’ Activity: Students listen to the teacher’s explanation. Step II Teacher’s Activity: The teacher illustrates with familiar activities. Students’ Activity: The students discuss the consequences of lack of integrity. Step III Teacher’s Activity: The teacher explains the right values in the society to students and explains the key words on each of these current issues. Students’ Activity: The students engage in a dialogue on current issues and core values in the society. Evaluation Teacher’s Activity Teacher asks students to discuss any of these issues among themselves in the class: Drug Abuse, Indiscipline, Examination Malpractice or Child Abuse Students’ Activity Students discuss one of these issues in the classroom: Drug Abuse, Indiscipline, Examination Malpractice or Child Abuse Assignment: The students are asked to discuss the need for a right attitude to work with their parents at home and give a feedback on their parents’ reactions. • Lesson Plan 3 (SS 3 Oracy Skill: Listening Comprehension) Subject: English Language Class: S.S. 3 Aspect: Oracy Skill: Listening Comprehension Topic: Summarizing a Talk or Lecture Time: 40 Minutes Specific Objectives: At the end of the lesson, the students should be able to: • Listen attentively to a talk or lecture. • Extract key words and sentences from the talk or lecture. • Write a summary of the talk or lecture in their own words by putting the key sentences together. Instructional materials: • Pre-recorded speech • Live broadcast • Selected passages on the relevant topics • Relevant pictures or illustrations • Dictionary Content: • A talk or lecture on any of these topics: Health (HIV/AIDS), Social Studies (Population and Family Life), Corruption, Environmental Issues, Value Orientation, etc. • Relevant questions that bring out the main points and ideas. Presentation: Step I Teacher’s Activity: Teacher gives a talk on a given topic as indicated in the content or plays a pre-recorded tape on the topic. Students’ Activity: The students listen attentively to the talk or lecture to extract main ideas and facts. Step II Teacher’s Activity: The teacher leads students to identify the main points from the lecture or talk along the following guidelines: • Selection of main points and ideas. • Avoidance of extraneous materials not mentioned by the presenter. • Avoidance of unnecessary detail, illustrations or embellishments. • Ensuring that sentences are clear and grammatically correct. Students’ Activity: The students summarize the talk or lecture based on the guidelines by extracting the main ideas. Evaluation Teacher’s Activity The teacher asks students to make a list of topic sentences from a given passage. Students’ Activity The students make a list of topic sentences from a given passage. Assignment: The students are to write a summary of a given passage in their own words. • Lesson Plan 4 (SS 3 Oracy Skills: Reading Skills for Comprehension) Subject: English Language Class: S.S. 3 Aspect: Oracy Skills: Reading Skills for Comprehension Topic: Reading Silently to Answer Questions Time: 40 Minutes Specific Objectives: At the end of the lesson, the students should be able to: • read the passage silently with understanding • discuss the passage exhaustively and intelligently • answer questions that cover all levels of comprehension Instructional materials: • Reading passages from selected materials e.g. plays, poems, prose passages, class texts, etc. • Newspapers/magazines. Content: • Silent reading of materials that are topical. • Discussion of selected topics including telling the meaning of words in context. • Answering questions that cover all levels of comprehension e.g. literal and inferential Presentation: Step I Teacher’s Activity: The teacher leads students to read the given passage silently. Students’ Activity: The students read the passage silently. Step II Teacher’s Activity: The teacher leads discussion on the passage by drawing attention to key ideas. Students’ Activity: The students discuss the passage to identify keywords and sentences. Step III Teachers’ Activity: The teacher asks questions that cover all levels of comprehension e.g. • ‘what’ questions • ‘where’ questions • ‘how’ questions • ‘why’ questions Students’ Activity: The students answer questions that cover all levels of comprehension. Evaluation Teacher’s Activity The teacher asks students to do the following: • Read a passage silently. • Identify keywords in the passage. • Answer 2 questions each on the different levels. Students’ Activity • Students read a given passage silently. • They identify keywords in the passage. • Give correct answers to the questions on the passage. Assignment: The teacher identifies five key words in the passage and asks students to use them in sentences. • Lesson Plan 5 (SS 3 Literacy Skills - Writing for Effective Communication) Subject: English Language Class: S.S. 3 Aspect: Literacy Skills - Writing for Effective Communication Topic: Revising Report Writing Time: 40 Minutes Specific Objectives: At the end of the lesson, the students should be able to: • Give examples of reports. • Explain the two types of reports. • Write a report. Instructional materials: Books/materials on report writing, newspapers/magazines. Content: • Types of reports e.g. official and private reports. • Examples of reports e.g. An Accident which happened near you and which you watched very closely. • The minutes of proceedings of a meeting e.g. • Class meeting • Debating society • Press Club. • Guidelines for writing a report. Presentation: Step I Teacher’s Activity: The teacher gives a proper explanation of report writing. Students’ Activity: The students listen to the teacher’s explanation of report writing. Step II Teacher’s Activity: The teacher gives examples of reports and explains the guidelines for report writing. Students’ Activity: The students give more examples of reports. Step III Teacher’s Activity: The teacher guides students to write a report on familiar topics e.g. Inter-house sports competition, class meetings, press club, etc. Students’ Activity: The students write a report on any of the given topic. Evaluation Teacher’s Activity The teacher gives a topic for students to write on e.g. Debating society, A Scene of a Car Crash. Students’ Activity The students write a report on a given topic. Assignment: Students write a report of a visit to a relation – an uncle, a sister or a friend. • Lesson Plan 6 (SS 3 English Grammatical Structures) Subject: English Language Class: S.S. 3 Aspect: Grammatical Structures Topic: Revision of Verbs and Verb Phrases Time: 40 Minutes Specific Objectives: At the end of the lesson, the students should be able to: • Identify the features of verbs and verb phrases. • List the forms, positions and functions of verbs in a given passage. • Make sentences with verbs found in the passage. Instructional materials: • Selected passages on Road Safety, National Values, Drug Abuse, etc. • Substitution Tables • Charts Content: • Passages on: • The market • Road safety issues • Honesty/discipline • Places of worship, etc highlighting the parts of speech – verbs. • Making sentences with verbs e.g. save, talk, walk, work, receive, etc. • Phrasal verbs like abide by, adhere to, do away with, stand by, keep to, keep away from, etc. Presentation: Step I Teacher’s Activity: The teacher explains verbs and phrasal verbs and their functions in sentences. Students’ Activity: The students listen attentively to teacher’s explanation and participate in the discussion. Step II Teacher’s Activity: The teacher leads students to read the given passage on any of the topics in the content. Students’ Activity: The students read the passage given by the teacher. Step III Teacher’s Activity: The teacher leads students to identify the verbs and verb phrases used in the passage. Students’ Activity: The students identify the part of speech – verbs and phrasal verbs in the passage. Step IV Teacher’s Activity: The teacher guides the students in constructing sentences with the verbs and verb phrases identified. Students’ Activity: The students construct sentences with the verbs and verb phrases identified. Evaluation Teacher’s Activity The teacher asks the students to do the following: • Identify verbs and verbal phrases from a passage (to be given by the teacher). • Construct 6 sentences each, using 3 verbs and 3 verb phrases Students’ Activity The students construct 6 sentences as directed by the teacher. Assignment: The students are asked to write verbs and verb phrases from a given passage in their textbooks.
Posted on: Fri, 15 Nov 2013 11:23:46 +0000
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