English Grade 8-9 Lesson Plans_unlocked

LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
SUBJECT: English language DURATION: 80 Minutes
LESSON TYPE: Comprehension
LESSON: Efficient reading
METHODS: Teacher’s exposition, group work, question and answer
REFERENCE: MK pupils’ book grade 8 page 28-31
T/L AIDS: text books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Skim and scan through the passage within the specified period of time.
2. Read the passage fluently
3. Answer the comprehension questions
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
Pre- Tell the learners to discuss in Discuss in their groups 5
Reading groups of five
1. What is oxygen?
2. List five uses of they know
While Tell the learners to take turns and Take turns when reading the 10
Reading read the passage passage
-Group the learners into groups of - Grouped into groups of 30

Reading five and tell them to discuss the five and discuss the
for the passage passage
task -Tell in their groups to identify - Identify some of the
some of the difficult words and difficulty words
phrases - Group leaders present
-tell each group to present each their words and discuss
difficult word and phrase and with the rest of the class
have a class discussion
Tell the learners to individually Individually, answer the 20
answer the comprehension comprehension questions on
questions on page 30-31 pages 30-31 of MK pupils’ books
Go round and mark Hand in their books for marking

Post-
Reading Go through the passage Make corrections 5
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
Pre- Assign two- three learners to read Listen carefully for 5
Reading the passage for the rest of the comprehension
class
-Tell the learners in their groups to - Identify some of the 20

Reading identify some of the difficult difficulty words and
for the words and phrases phrases
task -tell each group to present each - Group leaders present
difficult word and phrase and their words and discuss
have a class discussion with the rest of the class
Post-
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
2. Answer the comprehension questions with little difficulties
Pre- Tell the learners to discuss in Discuss in their groups 5
Reading groups of three
1. Why is taking drugs
dangerous
2. What should be done to
children who take drugs
-Tell the learners in their groups to - Identify some of the 30

Reading identify some of the difficult difficulty words
for the words and phrases - Group leaders present
task -tell each group to present each their words and discuss
Post-
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
Pre- Tell the learners to be in pairs and Discuss with their partner 5
Reading 1. Tell their partner the
different dangerous insects
they know.
2. What harm do they cause?

task -Tell the learners in their groups to - Identify some of the
identify some of the difficult difficulty words and
words and phrases phrases
-tell each group to present each - Group leaders present

Post-
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
Pre- Tell the learners to look at the 1. Hunter 5
Reading picture on page 45 of their 2. Dogs
textbooks and explain what they 3. Antelope
think is happening


Post-
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
3. Answer the comprehension questions with little difficulties.
Pre- Tell the learners to look at the State what they see on the 5
Reading picture and state what they see picture
Tell the learners share with their Discuss with a partner what
partners what cause road cause road accidents
accidents.


Post-
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
LESSON: Reading for pleasure
2. Apply the reading skills in their daily lives
Pre- Tell the learners to give out their views. 5
Reading 1. Mention the animals they
have home.
2. Of what importance is each
of the animals?
some of the difficult words and difficulty words
phrases - Group leaders present 20
-tell each group to present each their words and discuss
Post-
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
LESSON: Reading for pleasure
METHODS: Teacher’s exposition, role play
2. Act the play
3. Answer the questions after each scene
Pre- Assign the learners to read the Read the play and take up the 10
Reading story and share the roles roles
1. Enoma
2. Isoken
3. Uyi
4. Adesuya
5. messeger

for the play - Identify some of the
task -Tell the learners in their groups to difficulty words and
identify some of the difficult phrases
words and phrases 20
-tell each group to take up roles in - Take up the roles in the
the play. play
Post-
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
T/L AIDS: Text Books
2. Match the given words with their correct meanings.
Pre- Ask the learners to imagine Give out their views 5
Reading 1. A world without diesel fuel,
kerosene and petroleum oil.
What do you think could
happen?
2. What alternative sources of
fuel or energy could be
used and what do you think
would be their advantages
and disadvantages?

matching questions on page 77 pages 77 of MK pupils’ books

Post-
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
2. Match the given words with their correct meanings.
Pre- Ask the learners to define an Give out their views 5
Reading earthquake
matching questions on page 81 pages 81 of MK pupils’ books

Post-
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
3.
Pre- Ask the learners to look at the Give out their views on what they 5
Reading picture on 83 and explain what see
they see

answer the True/False questions comprehension questions on
on page 83 page 83 of MK pupils’ books

Post-
EVALUATION
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
3.
Pre- Ask the learners to look at the Give out their views on what they 5
Reading picture on 84 and explain what see
they see


Post-
EVALUATION
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
3.
Pre- Ask the learners to Give out their views on the given 5
Reading 1. Explain the subject they like questions
most and why?
2. How they can apply (make
practical use of) the things
they learn in class?
3. List few examples of the
things that show that each
of the subjects they learn at
school is related to
everyday life


Post-
EVALUATION
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
SUBJECT: English Language DURATION: 40 minutes
GRADE: 9
LESSON TYPE: Listening and speaking
LESSON: Pronouncing contractions correctly
METHODS: Teacher’s exposition, pair work, question and answer
REFERENCE: Progress in English grade 9 pg 2
T/L AIDS: Pupils’ books
1. Construct their sentences orally by pronouncing the contractions correctly.
2. Apply the use of the learnt structure in their daily lives
3.
INTRO: Tell the learners to define Expected answer: 5
brainstor contraction and give examples A grammatical way of cutting
ming Introduce the topic by writing it on words
the board-CONTRACTIONS Do not- don’t, cannot- can’t
Copy the title into their exercise
books
Rule Tell the learners to be in groups of Grouped into group of three and 20
explanatio three and read the dialogue, and take turns in their group while
n tell them to observe the reading the dialogue
contraction forms of words and
pronounce them correctly
Go round and check on what the

learners are doing Make corrections
Correct their poor pronunciation
Appoint the learners at random to Read the dialogue upfront
read the dialogue upfront
Conclusi Read the dialogue loudly for the Listen carefully as the teacher
on learners reads and Make corrections 5
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
SUBJECT: English Language DURATION: 40
minutes
LESSON TYPE: Structure
LESSON: Present Simple Tense
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK English grade 8 pg 143-145, teacher’s own materials
1. Construct their sentences orally using the learnt structure correctly.
2. Apply the use of present simple tense in sentences correctly.
3. Rewrite the given sentences correctly using the present simple tense
INTRO: Revision on tenses- types of tense Revision on relative pronouns 3
brainstormi
ng Ask learners to list the types of Expected answers: present simple,
tenses they know past simple, future, present
continuous, past continuous,
present perfect, past perfect, etc
Introduce the topic by writing it on Copy the topic in their exercise
the board: PRESENT SIMPLE TENSE books
Rule The present simple tense is used to Listen carefully to the teacher’s 10
explanation describe things we do all the time or explanations and examples
things that happen all the time.
Example: 1. I always work hard.
2. He talks about holidays all
day.
3. Does he study every day
To talk about things that are facts or
universal truths we use the present
simple tense
4. Zambia is a beautiful country.
5. Holidays are good for us.
6. I do not have any money
We can use the words always, often,
never and sometimes with simple
present tense.
The verb changes in the third person
singular. We need to add –s to verb.
7. He often talks about his visit
to Kenya
8. She works very hard
Oral -Tell the learners to construct their -construct their own sentences 10
practice own sentences orally orally using the learnt structure
-Listen carefully and correct their - make corrections

errors
Written Tell the learners’ to answer the Copy the instructions and answer
practice exercise on page 144 of the MK the exercise on page 144
English 8 15
Hand in their books for marking
Go round and mark
Conclusio Go through the main points of the Make corrections 2

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
minutes
LESSON: Present Continuous Tense
REFERENCE: MK English grade 8 pg 145- 146, teacher’s own materials
2. Apply the use of Present Continuous Tense in sentences correctly.
3. Rewrite the given sentences correctly using the present continuous tense.
INTRO: Revision on present simple tenses Revision on present simple tense 3

brainstormi
ng Ask learners to list the types of Copy the topic in their exercise
tenses they know books
Introduce the topic by writing it on

the board: PRESENT CONTINUOUS
TENSE
Rule The present CONTINOUS TENSE IS Listen carefully to the teacher’s 10

explanation used: explanations and examples
i)to express an action happening
now, at this moment.
1. I am revising English Language.
Example: 2. the children are sweeping the
classroom.
ii) to express an action in progress,
but not necessarily happening now.
4. I keep forgetting your name.
5. He is studying to become a
doctor.
iii) it is used with words such as
always or constantly to express the
idea that something accidental or
annoying often happens
6. You are always loosing your
pen.
7. He is always coming to
school late.

errors
practice exercise on page 145 of the MK the exercise on page 145
English 8 15
Go round and mark

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
minutes
LESSON: Past Simple Tense
2. Apply the use of past simple tense in sentences correctly.
3. Rewrite the given sentences correctly using the past simple tense.
INTRO: Revision on present simple tenses Revision on present simple tense 3
brainstormi
ng Introduce the topic by writing it on Copy the topic in their exercise
the board: PAST SIMPLE TENSE books
Rule The past simple tense is used to: Listen carefully to the teacher’s 10
explanation i)to express an action that was explanations and examples
started and completed n the past.
Example: 1. He had an egg for breakfast.
2. I travelled to Lusaka
yesterday.
3. I saw a movie yesterday.
ii)to express an action that took
place in the past but was not
continuous.
4. Jane called her mother last
month.
5. He stole my phone so I had
him arrested.
iii)the past simple tense in the form
‘used to’ or ‘would’ combined with
words such as ‘always’, ‘often’,
‘usually’ and ‘never’ is used to
express a repeated action or habit
which stopped in the past.
6. I used to study French when I
was a child.
7. He would often borrow
money from me.
8. Liter would never insult
elders.

errors
practice exercise on page 147, 148 of the MK the exercise on page 147,148
English 8 15
Go round and mark

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
minutes
LESSON: Past Continuous Tense
2. Apply the use of Past Continuous Tense in sentences correctly.
3. Rewrite the given sentences correctly using the past continuous tense
INTRO: Revision on past simple tenses Revision on the past simple tense 3
brainstormi
the board: PAST CONTINUOUS books
TENSE
Rule The Past Continuous tense is used: Listen carefully to the teacher’s 10
explanation i)to emphasize that an activity was explanations and examples
continuous over a certain period in
Example: the past. It describes a past action
which took place over a period of
time. The action was ongoing till a
certain time in the past
1. I was working hard the whole
last year.
2. They were quelling all day.
ii)to express disapproval of repeated
actions in the past especially if such
actions are not pleasant. The words
always and constantly are used o
emphasize that situation.
3. She was always borrowing
money from me.
4. He was constantly talking
during prep time.
iii)to indicate that a continuous
action happening in the past was
interrupted.
5. I was watching TV when she
called.
6. When the phone rang, she
was writing a letter.

errors
practice exercise on page 148 – 149 of the the exercise on page 149
MK English 8 15
Go round and mark

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
minutes
LESSON: Present perfect Tense
T/L AIDS: Pupils’ text books
2. Apply the use of present perfect tense in sentences correctly.
INTRO: Revision on present simple tenses Revision on present simple 3

brainstormi
the board: PRESENT PERFECT books
TENSE
Rule The present perfect tense is used to Listen carefully to the teacher’s 10
explanation describe an action that started in the explanations and examples
past and continues in the present
Example: 1. I have always worked hard.
2. I haven’t seen everything
myself yet.
3. He has just gone home.
4. She has broken her arm.
We form the present perfect tense
with the auxiliary verb have or has
plus the past participle of the verb
(which usually ends in –ed).
Remember that some verbs are
irregular.
We often use the present perfect
tense with just, never, sometimes,
already, yet and always. We put these
words between the auxiliary verb
(have or has) and the main verb.
practice own sentences orally using the orally using the learnt structure
present perfect tense correctly.
- make corrections
-Listen carefully and correct their
errors
practice exercise on page 153, 1454 of MK the exercise on page 153, 154
English 8 15
Go round and mark

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
minutes
LESSON: Present perfect Continuous Tense
2. Apply the use of present perfect continuous tense in sentences correctly.
3. Rewrite the given sentences correctly using the present perfect continuous tense
INTRO: Revision on present perfect tenses Revision on present perfect tense 3

brainstormi
CONTINUOUS TENSE
Rule The present perfect Continuous Listen carefully to the teacher’s 10

explanation tense is used to talk about an action explanations and examples
that started in the past and is
Example: continuing now. This is often used
with for or since. The action has
been taking place for sometime and
is still going on. Duration or period
for which the action has been going
on is usually mentioned.
1. He has been waiting for you
for twenty minutes.
2. The children have been
working in the school garden
lately.
3. I am tired because I have
been running.
4. Sam has had this car for
twenty years.
5. He has known me for a very
long time.
- make corrections
errors
practice exercise on page 156, 157 of MK the exercise on page 156, 157
English 8 15
Go round and mark

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
minutes
LESSON: The possessive form of nouns
2. Apply the use of the possessive form of nouns in sentences correctly.
3. Rewrite the given sentences correctly using the possessive form of nouns
INTRO: Revision on nouns Revision on nouns 3
brainstormi
the board: POSSESSIVE FORMS OF books
NOUNS
Rule The possessive form is used with Listen carefully to the teacher’s 10
explanation nouns to show ownership or explanations and examples
belongingness.
i)the possessive form of singular
nouns is done by adding an
apostrophe and (s) at the end of the
Example: noun.
1. The cat’s bowl. (The bowl
belongs to the cat).
2. Tom’s books. (tom owns the
books/ the books belong to
Tom)
ii)if the noun is plural, or already ends
with s, the apostrophe comes after
the s.
3. The boys’ books.
4. The boss’ car.
Plural nouns that do not end with s
show possession by adding an
apostrophe and (‘s) at the end of the
noun.
5. The men’s clothes.
6. The oxen’s horns.
For names ending with s, in speaking
the sound /z/ is added at the end of
the name, but in writing you just add
an apostrophe (‘). For example,
Charles’ book; James’ table.
- make corrections
errors
practice exercise on page 158-159 of MK the exercise on page 158-159
English 8 15
Go round and mark

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
minutes
LESSON: Countable and uncountable nouns.
2. Apply the use of the countable and uncountable nouns in sentences correctly.
3.

brainstormin
g Introduce the topic by writing it on Copy the topic in their exercise
the board: POSSESSIVE FORMS OF books
NOUNS
Rule Countable nouns are for things we Listen carefully to the teacher’s 10
explanation can count. They have a singular and explanations and examples
a plural form. Most countable nouns
become plural by adding ‘s’ at the
end of the word. In plural, these
nouns can be used with a number i.e
they can be counted. Eg People, pens
etc
Uncountable nouns are for things
which cannot be counted
Example: 1. Five dollars.
2. Two litres of milk
3. Six kilos of meat.
We can also say a something of to
indicate the plural form of
uncountable nouns
1. A heap of sand- heaps of
sand.
2. A piece of news-pieces of
news.
3. A pile of luggage-piles of
luggage
4. A sack of sugar-sacks of
sugar
5. A Piece of furniture- pieces of
furniture
Oral practice -Tell the learners to construct their -construct their own sentences 10
own sentences orally using the orally using the learnt structure
- make corrections
errors
English 8 15
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Conclusion Go through the main points of the Make corrections 2

lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
minutes
LESSON: Determiners
2. Apply the use of the Determiners in sentences correctly.
3.
brainstormin Introduce the topic by writing it on
g the board: DETERMINERS Copy the topic in their exercise
books
Rule A determiner is used to modify a Listen carefully to the teacher’s 10
explanation noun. Determiners come before a explanations and examples
noun or noun phrase. The most
common determiners are the articles
the (definite article) and a/an
(indefinite article)
The is used to refer to specific
(definite) nouns while a/an is used to
refer to non-particular or nonspecific
(indefinite) nouns.
Example: 1. He used the pen to write a
letter.
2. He used a pen to write a
letter. (any pen, not a
particular one)
A is used with nouns that begin with
a consonant letters while an is used
before nouns that start with vowel
letters. In some cases, the use a and
an before a noun depends on the
beginning sound.
3. An hour, an heir, an honor
while a house, a hat
4. A university, a user, a union
while an umbrella, an umpire.
present perfect tense correctly. - make corrections
errors
English 8 15
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lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
minutes
LESSON: Intensifiers
3. rewrite the given sentences with little difficulties.
INTRO: Revision on nouns, adjectives, Revision on nouns, adjectives and 3
brainstormin adverbs adverbs
g
the board: INTENSIFIERS books
Rule Intensifiers are words which modify Listen carefully to the teacher’s 10
explanation verbs, adverbs and adjectives by explanations and examples
increasing or decreasing their degree
of seriousness or strength.
Intensifiers increase or lower the
intensity (strength) of meaning of a
word (a verb, adverb and adjective).
They are placed as near as possible
to the word they modify because
their positions affects the meaning
Example: of the sentence.
Very, much, too, fairly, rather, quite,
almost, nearly
1. My answer is different from
yours. (there could be some
bit similarity between the two
answers.)
2. My answer is quite different
from yours. (quite means
completely)
errors
Written Tell the learners’ to rewrite the Copy the instructions and answer
practice exercise on page 167 of MK English the exercise on page 167
8 15
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lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
minutes
LESSON: Coordinators
3. Join the given sentences with an appropriate coordinator.
g the board: COORDINATORS Copy the topic in their exercise
books
Rule Coordinators are parts of speech Listen carefully to the teacher’s 10
explanation that join words, phrases or clauses explanations and examples
together. Different coordinators play
different roles in sentences:
FANBOYS
FOR: presents an explanation,
Example: consequence or cause-
1. Chito likes her grandma, for
she is kind.
AND: Indicates that there is some
relation between clauses, phrases or
ideas.
2. My son went to the village
and visited his uncle.
OR: expresses an alternative idea.
3. Every day, he prays or he
sings.
BUT: expresses a contrast, exception
or contradiction.
4. My father has two cars, but
he prefers walking.
NOR: expresses two non-contrasting
ideas.
5. He does not pray nor sing.
YET: presents a contrast, exception
or contradiction.
6. Mwila doesn’t earn much, yet
he spends money.
SO: expresses an explanation,
consequence or cause
7. He is sick, so he won’t report
for duty today.
contractions correctly. - make corrections
errors
8 15
Go round and mark

lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
minutes
LESSON: Comparison
2. Apply the use of the comparison in sentences correctly.
3. fill in the correct form of the words in brackets
g the board: COMPARISON Copy the topic in their exercise
books
Rule When we want to express a similarity Listen carefully to the teacher’s 10
explanation between two things, or we want to explanations and examples
make a positive comparison, we use
as… as, the same as, and like.
Example: 1. He runs as fast as the
leopard.
2. Our neighbor’s car is the
same as ours.
3. She is like her father.
When we want to express a
difference or contrast between two
things, or we to make a negative
comparison, we use not.. as and not
so… as
We use comparative and superlatives
to compare persons and objects.
Most comparatives are formed using
- er or more and the superlatives are
formed using –est or most
4. Wide- wider- widest
5. This is the most exciting

story.
6. This is the oldest building in

Lusaka.
errors
8 15
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lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
minutes
LESSON: Reason
2. Apply the use of the learnt structure in sentences correctly.
3. Rewrite the given words as directed
INTRO: Ask the learners why they are school Give their views on why they are in 3
brainstormin Observe the use of because, as, school
g since
the board: REASON books
Rule The answer to the question why is Listen carefully to the teacher’s 10
explanation normally in form of an explanation or explanations and examples
justification for something. That
answer expresses the motive or
cause for acting or thinking in a
certain way. That is what is called
reason.
The structures for expressing reason
are: because, since, as
1. Monica has come to school
Example: because/since/as she wants
to gain knowledge.
errors
Written Tell the learners’ to rewrite each pair Copy the instructions and answer
practice of sentences into one as directed the the exercise on page 177
exercise on page177 of MK English 8 15
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lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
minutes
LESSON: Results
2. Apply the use of the results in sentences correctly.
3. Rewrite the given sentences as directed
INTRO: Ask learners what they expect after Give their views 3
brainstormin eating.
g Ask learners other scenarios in life.

the board: RESULTS Copy the topic in their exercise
books
Rule Result is an outcome or something Listen carefully to the teacher’s 10
explanation that follows as a consequence of explanations and examples
another action, event or condition.
There are a number of expressions
used to indicate result.
Therefore, for this reason, as a result,
so, consequently.
1. The teacher was very

understanding. Therefore/for
Example: this reason/ as a result/
consequently/ so, all the
pupils liked him.
errors
8 15
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lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
GRADE: 8
LESSON: in the classroom
METHODS: Teacher’s exposition, pair work, demonstrate, question and answer
REFERENCE: MK English grade 8 pg 1
1. Read the dialogue with little difficulties.
3.
INTRO: Tell the learners to demonstrate Demonstrate what they do 5

brainstormin what they do when they want to when they want to find out
g ask something from the teacher in something from the teacher
classroom.
Rule Tell the learners to be in pairs and Grouped into group of three 20
explanation read the dialogue. and take turns in their group
while reading the dialogue
learners are doing
Help explain their difficult words
Appoint the learners at random to

read the dialogue upfront Read the dialogue upfront
Conclusion Read the dialogue loudly for the Listen carefully as the teacher
learners reads and Make corrections 5
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
GRADE: 8
LESSON: apologies for making a mistake
REFERENCE: MK English grade 8 pg 2
3.
brainstormin what they do when they make when they make mistake
g mistake
learners are doing
Help explain their difficult words Read the dialogue upfront

EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
GRADE: 8
LESSON: asking for permission
REFERENCE: MK English grade 8 pg 3-18
3.
brainstormin what they when they want to go to when they want to go to the
g the toilet toilet
learners are doing
Help explain their difficult words Read the dialogue upfront

EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
LESSON TYPE: Summary
LESSON: Note summary
REFERENCE: MK English pupils’ book grade 8, pg 180-181
1. Read the given passage with little difficulties
2. Discuss the given passage
3. Write a note summary
Pre- Reading Ask the learner’s to mention Expected answer: 5
(brainstormin the main two types of Note and prose summaries
g) summaries
While Tell the learners to take turns Take turns when reading the 20
Reading and read the passage passage
-Group the learners into groups - Grouped into groups of 40

Reading for of five and tell them to discuss five and discuss the
the task the passage passage
Tell the learners to give only
the main facts of the text in the Take turns, read and
summary discuss the passage in
-Select words that provide the their groups
content of the text. These are
the key nouns and verbs
-Tell the learners to leave out
the less important words, such
as most adjectives, adverbs,
conjunctions and so on
- Tell the learners to leave out
examples, repetition and
unnecessary details
-Go round and check what they
are doing
- Tell the learners to study the Discuss the example in
example of the story and a their groups
note summary on page 180
- tell them to individually write a Write a note summary
continuation of a note of the passage on page
summary on pg 32, 180 32, 180.
Go round and correct the

exercise books Hand in their books for
marking
Post- Reading Go through the passage Make corrections 10
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: Best summary of the passage
REFERENCE: MK pupils’ book grade 8, pg 182
2. Choose the best summary
Pre- Reading Revision on the previous Revision on the previous 5
(brainstormin lesson on note summary lesson on note summary
g)
While Tell the learners to take Take turns when reading 20

Reading turns and read the passage the passage
-Group the learners into 40

Reading for groups of five and tell them to
the task discuss the passage - Grouped into groups of
Tell the learners to give only five and discuss the
the main facts of the text in passage
the summary
-Select words that provide the Take turns, read and discuss
content of the text. These are the passage in their groups
examples, repetition and Discuss the example in their
unnecessary details groups
are doing
- Tell the learners to study the
example of the story and a
- tell them to individually Choose the best summary of
choose the best summary on the passage on page 44, 180.
pg 44, 182
Hand in their books for
Go round and mark the marking
exercise
and the questions
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
LESSON: Chart summary
REFERENCE: MK English pupils’ book grade 8, pg 184
3. Fill in the organization chart of CICO
Pre- Reading Revision on Note summary Revision on note summary 5
(brainstormin
g)

the main facts of the text in the Take turns, read and discuss
summary the passage in their groups
-Select words that provide the
unnecessary details
are doing
- tell them to individually fill in Fill in the organization chart of
the organization chart of CICO CICO
on pages 182- 184
Go round and mark the marking
exercise
Post- Reading Go through the passage and Make corrections 10
the question
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON TYPE: Composition
LESSON: descriptive composition- Description of a person
REFERENCE: MK English grade 8 page 130; Teacher’s own materials
T/L AIDS: Flip chart,
1. Write a recommendable descriptive composition
2. Use adjective and adverbs correctly
3.
INTRO: Ask learners some learners to Two or three learners describe 10

brainstormi describe their friends orally. their friends
ng
the board books
Rule -A descriptive composition gives a Copy the teacher’s explanation

explanation picture of what somebody or and ask where necessary.
something looks like or feels like. In
other words, to describe is to paint a
picture of someone or something so
that one can easily visualize them in
one’s mind or identify them when one
comes across them.
-This type of composition is best
written using adjectives and adverbs.
-An adjective is a word that indicates
a quality of a person or thing referred
to by a noun.
-An adverb is a word that adds more
information about a place time
circumstance, manner, cause,
degree… to a verb, an adjective, a
phrase or another adverb
-The description should appeal to the
minds, eyes, and all the five senses
Description of a person
-para. 1. Name, age, sex, place of
birth, nationality, religion,
qualifications if known
Para 2. Physical features; any
peculiarity (bald, hairy…) or deformity
(scar, hump, lame, crippled) or
mental retardation
Para 3. Academic qualifications and
professional experience
Para 4. General conduct
Para 5. Conclusion: express personal
wish or give readers details by which
to identify him/her through
mannerism or etiquette.
Written Tell the learners to write a well Write their own descriptive
practice detailed composition. composition by describing a
person
Conclusion Go through the main points of the Make corrections

lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: descriptive composition- Description of an Animal
REFERENCE: progress in English grade 8 page 130; Teacher’s own materials
3.
brainstor describe their friends orally. their friends
ming Introduce the topic by writing it on Copy the topic in their exercise
the board books
Rule Revision on the previous lesson Copy the teacher’s explanation
explanatio on the description of the person and ask where necessary.
n
Description of a Animal
-Para. 1. Name, color, age,
species, natural habit, weight
Para 2. Tamed/or wild, diet,
emotions in various situations
Para 3. Usefulness in nature,
gestation period, reproduction,
growth to adulthood
Para 4. Natural friend or foe,
behavior, longevity (long life)
Para 5. Conc. Express personal
wish or view on the animal
person
Correct the books for marking Hand in their books for marking
Conclusio Go through the main points of the Make corrections
n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: descriptive composition- Description of an Object
2. Use adjective and adverbs to describe an object
3.
INTRO: Ask learners some learners to any Two or three learners describe 10
brainstor object orally. the object of their choice
the board books
n
Description of an Object
-Para. 1. Name, age, place of
origin, size, shape, weight, color
and aesthetic of the object
Para 2. Mode of operation
Para 3. Function of object
Para 4. caution
wish or view on the object
practice detailed description of an object. composition by describing an
object
Correct the books for marking

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: descriptive composition- Description of the Event
2. Use adjective and adverbs to describe an event
3.
INTRO: Ask learners to describe any event Two or three learners describe 10
brainstor they attended orally. the event they attended orally
the board books
n
Description of a event
When describing an event, you are
usually told to write a story about
what took place in the order it
happened; that is; chronological
order. In doing this, you are likely
to write brief description of
people and place as well.
Give
examples
person
n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: Guided Narrative
REFERENCE: MK in English grade 8 page 130; Teacher’s own materials
1. Write a recommendable narrative composition
2. Present the ideas in chronological order
3.
INTRO: Ask learners to orally tell their Two or three learners tell their 10
brainstor favorite story own stories orally
the board- NARRATIVE books
COMPOSITION
Rule -Narrative compositions are Copy the teacher’s explanation
explanatio always written in paragraphs. and ask where necessary.
n -One sentence in each paragraph
must express the main idea of the
paragraph.
-The other sentences within the
paragraph support that main idea
or give additional information
about the main idea.
-Link the sentences and
paragraphs by using words such
Give as then, afterwards, next, however
examples and as a result.
-Follow a chronological order in
your composition, that is, write
the events in the order in which
they happened.
Tell the learners an imaginative

narrative composition
Written Tell the learners to write a well Copy the instructions and the
practice detailed composition on the question.
imaginary journey you made into Write a well detailed narrative
space. Imagine you were stranded composition.
while you were in space, but
eventually managed to come back
to earth.
n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: Report Writing
1. Write a recommendable report
3. Use the correct tense in their report
INTRO: Revision on reported speech Revision on reported speech 10
brainstor Introduce the topic by writing it on Copy the topic in their exercise
ming the board- REPORT WRITING books
Rule -to write a report, you must Copy the teacher’s explanation
explanatio 1. Title: use titles (and subtitles) and ask where necessary.
n to organize the information in
your report.
2. Paragraphs: write your report in
paragraphs. Each paragraph
should have one main idea.
3. Sequence: report what
happened in the order in which it
happened.
4. Verb tenses: use the past tense
because you are reporting
something that happened in the
past.
5. Reported speech: use reported
speech rather than direct speech.
6. Punctuation: use capital letters
for names of people and places. Listen carefully and identify
Give features of a report
examples Read the report on page 41-42
Written Tell the learners to write a report Copy the instructions and the
practice on the school debate program question.
Write a well detailed report.
Collect the books for marking Hand in their books for marking

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: Formal Letter- Letter to the Press
1. Write a recommendable formal letter
2. Follow the structure of a formal letter.
3.
INTRO: Ask learners whether they have Give their views on whether 10
brainstor written any letter before they had written letters before
ming Introduce the topic by writing it on and give some common
the board- LETTER TO THE features of a letter.
EDITOR Copy the topic in their exercise
books
Rule -FEATURES OF A FORMAL Copy the teacher’s explanation
explanatio LETTER and ask where necessary.
n 1. sender’s address and date
2. write receiver’s address
3. salutation- Dear Sir/madam or
Editor
4. reference- open with a
statement that summarizes what
the letter is about
5. use paragraphs to give
information
6. Be polite and use formal
language.
7. write a conclusion to sum up
what you have said.
8. end with yours faithfully, or
Give concerned resident and your
examples name
Show a chart showing an example

of the letter to the editor
Written Tell the learners to copy the Copy the instructions and the
practice question the progress in English 9 question.
page 63 Write a letter to the editor

Collect the books for marking
n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: Filling in Forms
T/L AIDS: Flip chart showing a form, text books
1. Fill in the given forms with little difficult.
2.
3.
INTRO: Show the form to the learners and Give their views on whether 10
brainstor ask them whether they have ever they have ever filled in any
ming filled in an form form.
the board- FILLING IN FORMS Copy the topic in their exercise
books
Rule -Tell the learners that it is very Copy the teacher’s explanation
explanatio important to that they fill in forms and ask where necessary.
n accurately. Read a form very
carefully first before they begin.
They should print neatly or use
capital letters on the forms to
make sure people can read it.
Display a chart that has the form Fill in the form on the chart with
Give and fill it with the learners the teacher
examples
Written Give the learners a copy each of Fill in the given forms
practice the form to fill in as an exercise accurately and neatly.

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: un Guided Narrative
3.
INTRO: Ask learners to orally tell their Two or three learners tell their own 10
brainstormi favorite story stories orally
COMPOSITION
Rule -Narrative compositions are always Copy the teacher’s explanation
explanation written in paragraphs. and ask where necessary.
-One sentence in each paragraph
paragraph.
paragraph support that main idea or
give additional information about the
main idea.
-Link the sentences and paragraphs
Give by using words such as then,
examples afterwards, next, however and as a
result.
-Follow a chronological order in your
composition, that is, write the events
in the order in which they happened.

eventually managed to come back to
earth.
lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 9 TIME:
REFERENCE: Progress in English pupils’ book grade 9 page 4
Pre- Tell the learners to read the title of Skim and scan through the 5
Reading the brochure and look at the passage.
picture 1. Northern, southern
1. In what part of Zambia are 2. Museum, falls, different
these tourists attractions paintings, animal parks
2. Which attractions are
mentioned in the brochure?

some of the difficult words difficulty words
difficult word and have a class their words and discuss
discussion with the rest of the class
questions on page 5-6 pages 5-6 of progress in English

Post-
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: Extensive Reading
REFERENCE: Progress in English pupils’ book grade 9 page 16-18
T/L AIDS: any laboratory or garage equipment, text books
1. Skim and scan through the passage with little difficulties.
3. Answer the comprehension questions correctly
Pre- Read the title of the passage to Suggest what the title could mean 5
Reading the learners and tell them to and tell what the passage could
suggest what they think the story be talking about.
is all about
Give them the text books and tell
them to look at the pictures and
then tell them to identify the clues
they can find that can help them
tell the content of the passage
Tell the learners to read the - Read the passage silently 40

Reading passage silently and observe good while observing good
for the reading habits. reading habits
task Tell the learners to answer the
comprehension - Answer the
comprehension questions
-Tell the learners to hand in their

exercise books for marking - Hand in their exercise
- Go round and mark books for marking.
Post- Go through the passage Make corrections 10

Reading
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: Reading Comprehension
REFERENCE: Progress in English pupils’ book grade 9, pg 30-32
2. Discuss and answer comprehension questions
Pre- Reading Ask learners to explain what Give out their views on what 5
(brainstorming) they think space travel could they think space travel could
mean mean to them
While Reading Tell the learners to take turns Take turns when reading the 20
and read the passage passage
-Group the learners into - Grouped into groups of 40

Reading for the groups of five and tell them five and discuss the
task to discuss the passage and passage and identify
further identify some difficult some difficult words
words - Group leaders present
their words
Tell the group leaders to - Discuss the given
present their words to the questions in their groups
class and their group leaders
Lead the discussion present their answers to
-Tell the learners in their the rest of the class
groups to discuss and
answer the comprehension
questions Discuss their answers with the
teacher
Discuss the learners’ answers

with the class

the questions
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
REFERENCE: Progress in English pupils’ book grade 9 page 41-44
T/L AIDS: progress in English grade 11 pg 29-31
Pre- Read the title of the news report Give out their views on what they 5
Reading and look at the pictures. What think could be found in the
does the title mean? What clues passage
can you here about the content of
the text?
Tell the learners to read the Read the comprehension 40

Reading passage silently and answer the passage silently and answer the
for the comprehension exercise comprehension questions
task individually
- Hand in their exercise
-tell the learners to hand in their books for marking
exercise books for marking
- Go round and mark
Post- Go through the passage Make corrections 10

Reading
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
REFERENCE: Progress in English pupils’ book grade 9
Pre- Give out their views on what they 5
Reading Read the title and look at the think could be found in the
pictures. What does the title passage
mean? What clues can you here
about the content of the text?
for the comprehension exercises comprehension questions
task individually
- Go round and mark
Post- Go through the passage and the Make corrections 10
Reading comprehension questions where
learners struggles
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
2. Discuss and answer questions about characters, setting, and theme of the
story.
Pre- Reading Ask learners to define literarily Expected answer: 10
(brainstormin terms in stories: characters, 1. A character is a person
g) theme, point of view or animal that plays a
role in the story. Major
characters (protagonist
and antagonist), minor
characters
2. Theme is the subject of
a piece of writing
3. The setting tells where
the story happened,
when, are places real or
fictitious?

-Tell the learners in their - Discuss the given
groups to discuss and answer questions in their
the analysis questions on page groups and their group
58 of progress in English 9 leaders present their
answers to the rest of
the class
Lead the class discussion on
the learners Discuss their answers with the
teacher
the questions with the learners
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
Pre- Tell the learners to give the types Give out their views on the type 5
Reading of medication they know of medication they know

task individually
- Go round and mark
learners struggles
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
REFERENCE: Progress in English pupils’ book grade 9 , pg 68-69
2. Discuss and answer factual and inference questions
Pre- Reading Explain to the learners the Listening attentively 5
(brainstormin importance of reading and
g) making judgments

-Tell the learners in their - Discuss the given

groups to discuss and answer questions in their
the comprehension questions groups and their group
leaders present their
the class
Discuss the learners’ answers

with the class Discuss their answers with the
teacher
the questions
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
3. Apply the use and importance of water in their daily lives
Pre- Ask the learners name the sources Give out their views on the type 5
Reading of water in Zambia. of medication they know

task individually
- Go round and mark
learners struggles
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
Pre- Tell the learners to read the title Give out their views on what they 5
Reading and look at the illustration. Then, think the story is all about
ask them to tell what they think
the story is all about

task individually
- Go round and mark
learners struggles
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: Intensive Reading
T/L AIDS: Progress in English grade 9 pg 98-99
3. Identify folklores in their daily living
Pre- Tell the learners to define folktales, Expected answers: 10
Reading fables, myths, and legends - Folktales are traditional
stories that people have
narrated for many years
- Fables are shorter stories
that always contain a
lesson, called moral.
- Myths are stories to explain
the world and natural
phenomena, for example,
where does thunder come
from?
- Legends often begin as true
stories about real people
who have been unusually
brave, clever or famous
Tell the learners to read the passage Read the comprehension passage 40
Reading silently and answer the silently and answer the
task individually
-tell the learners to hand in their - Hand in their exercise
exercise books for marking books for marking
- Go round and mark
learners struggled.
EVALUATION
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
Pre- Ask the learners to state whether Give out their views on whether 5
Reading young people are respectful young people are respectful
nowadays and tell them to give nowadays and reasons to their
reasons to their answers answer

task individually
- Go round and mark
learners struggles
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
Pre- Reading Ask learners to give their own Give out their own views on 5
(brainstormin opinions on what they think what they think responsibility
g) responsibility means means
And state whether they are
responsible

-Tell the learners in their

groups to discuss and answer -Discuss the given
the comprehension questions questions in their
groups and their group
Tell the learners to hand in their the class
books for marking Hand in their books for
marking
the questions
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
3. Identify the sequence of events and characters in the story.
TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
STAGES
Pre- Reading Ask learners to give their own Give out their own views on 5
(brainstormin opinions on what they think what they think corruption
g) corruption means and state means and state their views
whether it is good. whether corruption is good.

-Tell the learners in their

groups to discuss and answer - Discuss the given
the comprehension questions questions in their
groups and their group
Tell the learners to hand in their the class
books for marking Hand in their books for
marking
the questions
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
GRADE: 9
LESSON: Pronouncing contractions correctly
1. Construct their sentences orally by pronouncing the contractions correctly.
3.
INTRO: Tell the learners to define Expected answer: 5

brainstor contraction and give examples A grammatical way of cutting
ming Introduce the topic by writing it on words
the board-CONTRACTIONS Do not- don’t, cannot- can’t
Copy the title into their exercise
books
Rule Tell the learners to be in groups of Grouped into group of three and 20
explanatio three and read the dialogue, and take turns in their group while
n tell them to observe the reading the dialogue
contraction forms of words and
pronounce them correctly

learners are doing Make corrections
Correct their poor pronunciation
Appoint the learners at random to Read the dialogue upfront
Conclusi Read the dialogue loudly for the Listen carefully as the teacher
on learners reads and Make corrections 5
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
minutes
LESSON: Present Simple Tense
REFERENCE: Progress in English grade 9 pg 3, teacher’s own materials
2. Apply the use of present simple tense in sentences correctly.
INTRO: Revision on tenses- types of tense Revision on relative pronouns 3

brainstormi
ng Ask learners to list the types of Expected answers: present simple,
tenses they know past simple, future, present
continuous, past continuous,
present perfect, past perfect, etc
the board: PRESENT SIMPLE TENSE books
Rule The present simple tense is used to Listen carefully to the teacher’s 10
explanation describe things we do all the time or explanations and examples
things that happen all the time.
Example: 1. I always work hard.
2. He talks about holidays all
day.
3. Does he study every day
To talk about things that are facts or
universal truths we use the present
simple tense
4. Zambia is a beautiful country.
5. Holidays are good for us.
6. I do not have any money
We can use the words always, often,
never and sometimes with simple
present tense.
The verb changes in the third person
singular. We need to add –s to verb.
7. He often talks about his visit
to Kenya
8. She works very hard

errors
practice exercise on page 3 of the progress in the exercise on page 3
English 9 15
Go round and mark

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
minutes
LESSON: Present perfect Tense
2. Apply the use of present perfect tense in sentences correctly.

brainstormi
TENSE
Rule The present perfect tense is used to Listen carefully to the teacher’s 10
explanation describe an action that started in the explanations and examples
past and continues in the present
Example: 1. I have always worked hard.
2. I haven’t seen everything
myself yet.
3. They have discovered
wooden and stone tools and
clubs.
4. Have the tourists visited Lake
Kariba yet.
We form the present perfect tense
with the auxiliary verb have or has
plus the past participle of the verb
(which usually ends in –ed).
Remember that some verbs are
irregular.
We often use the present perfect
tense with just, never, sometimes,
already, yet and always. We put these
words between the auxiliary verb
(have or has) and the main verb.
- make corrections
errors
English 9 15
Go round and mark

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: The use of Direct Speech
T/L AIDS: pupils’ books
2. Rewrite the given sentences correctly.
3. Punctuate the given sentences correctly.
INTRO: Ask the learner’s to show how Demonstrate how they

brainstor they punctuate the words written punctuate the words spoken by
ming by another person in their writing. another person in their writings
on the chalk board.
the board: the USE OF DIRECT Copy the topic in their exercise
SPEECH books
Rule We use direct speech when we Listen carefully to the teacher’s

explanatio want to show the exact words a explanations and examples
n speaker said.
Example: A tiny voice squeaked, “sorry,
mama.”
To do this, we do the following:
1. Insert quotation marks
around the speaker’s
words.
2. Use capital letter (in most
cases) to begin the
speaker’s words.
3. Use a new paragraph for
each speaker
The introductory verb (for
example, squeak, say, shout, and
so on) can come before the
speaker’s words, after them or
even in the middle as shown
below:
a) I shouted, “What do you
think you are doing?”
b) “What do you think you are
doing?” I shouted.
c) “What,” I shouted, “do you
think you are doing?”
-In sentence 1, there is a comma
after the introductory verb. In
sentence 2, there is no comma
before the verb. I sentence 3, the
exact words do not begin with
capital letter
-Punctuation marks such as full
stops, question marks and
exclamation marks are inside the
closing quotation marks.
Oral -Tell the learners to construct -construct their own sentences

practice their own sentences orally orally using the learnt structure
errors
Written Tell the learners’ to rewrite the Copy the instructions and
practice given sentences and punctuate answer the exercise
them correctly.
Conclusi Go through the main points of the Make corrections

on lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: Changing from direct to reported speech
1. Construct their sentences orally using the reported speech.
2. Rewrite the given sentences from direct to reported speech correctly.
3.
INTRO: -Revision on the direct speech Revision on direct speech

brainstorm -Introduce the topic by writing it on Copy the topic in their exercise
ing the board: CHANGING FROM books
DIRECT TO REPOTED SPEECH
Rule The verbs used in direct speech Listen carefully to the
explanatio change from present to past tense teacher’s explanations and
n and from past tense to past examples and copy them in
perfect. their exercise books.
Example: -“She goes to school by herself”
her mother said.
Her mother said that she went to
school by herself. Or she went to
school by herself, her mother said.
Or her mother said that she had
gone to school by herself.
The futures forms, will and going
to change to would or was going to
-Belita said, “I am/will going to
school.”
Belita said that she was/would
going to school.
Pronoun change. I becomes
he/she; we becomes they; you
becomes him, her, us, them
-the teacher said, “I don’t want you
to come to school alone.”
The teacher said that he didn’t
want him to come to school alone.
Adverbs of time move back in time
to reflect the time of reporting. Eg
yesterday becomes that day
-“I want you to come this week but
not now,” he said,
He said that he wanted us to come
that week but not then.
That is used in reported speech
statement in more formal texts. It
is often left out in speech.
She said (that) there would be a
community meeting.
Oral -Tell the learners to construct their -construct their own sentences
errors
Written Tell the learners to rewrite the

practice sentences on page 9 of Progress Copy the instructions and
in English grade 9 pupils’ book. answer the exercise on page
Remember to use punctuation
marks correctly.
Go round and mark marking
n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
GRADE: 9
LESSON: Meeting strangers
3.

brainstormin what they do when they meet a when they meet a stranger
g strange.
learners are doing
Help explain their difficult words

read the dialogue upfront Read the dialogue upfront
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
minutes
LESSON: Past Perfect Tense
2. Apply the use of past perfect tense in sentences correctly.
3. Rewrite the given sentences correctly using the past perfect tense

brainstormi
the board: PAST PERFECT TENSE books
Rule The past perfect tense is used when Listen carefully to the teacher’s 10
explanation you want to link things that have explanations and examples
happened in the past with the
Example: present
1. She had attended some first
aid classes before the
boating accident.
2. Had you ever been in a boat
before this trip?
To describe an action that happened
in the past before another action in
the past
3. They had baited the hooks
when a strong wind came up.
4. Had they stopped rowing the
boat by time the wind started
to blow?
We form the past perfect tense with
the auxiliary verb had plus the past
participle of the verb (which usually
ends in –ed). Remember that some
verbs are irregular
- make corrections
errors
practice exercise on page 15 of the progress the exercise on page 3
in English 9 15
Go round and mark

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
minutes
LESSON: Reflexive Pronouns
2. Apply the use of reflexive pronouns in sentences correctly.
3. Fill in the blanks with using the correct reflexive pronouns
INTRO: Revision on the types of pronouns Revision on the types of pronouns 3

brainstormi
ng Ask learners to mention the types of Personal, relative, and reflexive
pronouns pronouns

the board: REFLEXIVE PRONOUNS books
Rule A reflexive pronoun shows that an Listen carefully to the teacher’s 10
explanation action affects the person or thing explanations and examples
that does the action. It can also be
used for emphasis.
1. I made the boat myself. (for
Example: emphasis).
2. I made myself a boat.
3. We can’t get the boat back
by ourselves. (for emphasis)
4. He taught himself to swim.
5. Lulu saved herself from
drowning because she could
swim.
6. Now go and dry yourself.
reflexive pronoun correctly.
- make corrections
errors
Written Tell the learners to fill in the blanks Copy the instructions and answer
practice using the correct reflexive pronouns. the exercise on page 3
15

lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
minutes
LESSON: Past Perfect continuous Tense
2. Apply the use of past perfect continuous tense in sentences correctly.
3. Rewrite the given sentences correctly using the past perfect continuous tense
INTRO: Revision on past perfect tenses Revision on past perfect simple 3

brainstormi
the board: PAST PERFECT books
CONTINUOUS TENSE
Rule The past perfect continuous tense is Listen carefully to the teacher’s 10
explanation used to describe an action that explanations and examples
started in the past and carried on
until another time in the past.
1. What had you been doing
Example: when the boat capsized?
2. We had been fishing when the
wind started to blow.
We form the past perfect continuous
tense with the auxiliary verb had
been plus the past participle of the
verb (which ends in –ing).
practice own sentences orally using the past orally using the learnt structure
perfect continuous tense correctly.
- make corrections
errors
in English 9 15
Go round and mark

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
minutes
LESSON: question tags
REFERENCE: Progress in English grade 9 pg 28, 84, teacher’s own materials
T/L AIDS: Pupils’ books, chart
1. Construct their sentences orally and add question tag.
2. Supply question tags to the given statements.
3. Apply the use of question tags in their daily lives.
INTRO: Ask the learners how a question is Give out their views on how a 3
brainstormin formed question is formed
g
the board: QUESTION TAGS books
Rule We sometimes add a question tag to Listen carefully to the teacher’s 10

explanation at the end of a statement to ask a explanations and examples
Example: question. The question tag is formed
with the verb to be or with the
auxiliary of the main verb in the
statement.
We use a positive question tag with a
negative statement and vice-versa.
1. You are very excited, aren’t
you?
2. It was at night, wasn’t it?
3. You weren’t close to the door,
were you?
Sometimes question tags can be used
to give commands. You can use a
positive or a negative tag for the
command
4. Switch off the tap, will you?
5. Help me water the garden,
won’t you?
practice own sentences orally and add orally using the learnt structure
question tags correctly.
- make corrections
errors
English 9 15
Go round and mark

lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
minutes
LESSON: Adverbs of degree
T/L AIDS: Pupils’ books, chart showing further examples of adverbs of degree
2. Choose the best adverb in the given sentences.
3. Rewrite the given sentences correctly
INTRO: Ask learners to define an adverb Expected answer: an adverb is a 3

brainstormi word that is used to modify a verb,
ng Introduce the topic by writing it on adjective and another adverb.
the board: ADVERBS OF DEGREE
Copy the topic in their exercise
books
Rule Adverbs of degree are words such as Listen carefully to the teacher’s 10
explanation just, almost, barely, rather, and quite. explanations and examples
They tell us by how much or to what
extent something is done.
The adverb usually comes before the
verb, an adverb or adjective it
describes. Sometimes you can use
these adjectives to start the
Example: sentence.
1. It looked so easy for you,
almost effortless.
2. She is barely fourteen and
she is a tennis player.
3. I hardly have time to see my
friends.
4. Scarcely a day goes by that
Martha doesn’t practice or
train.
practice own sentences orally using any of orally using the learnt structure
the adverbs of degree correctly.
- make corrections
errors
in English 9 15
Go round and mark

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
minutes
LESSON: Expressing Reason
T/L AIDS: Pupils’ books, chart showing further examples on how to express reason
2. Make sentences that express reason using the given words.
3. Rewrite the given sentences correctly
INTRO: Ask the learner’s to give reasons they Give their own views as to why 3
brainstormin are in school they are in school
g
the board: EXPRESSING REASON books
Rule We use words such as because of, Listen carefully to the teacher’s 10
explanation on account of and for to explain or explanations and examples
Example: give a reason for something.
1. His efforts were rewarded for
peter dribbled past two
defenders and scored.
2. On account of the importance
of the match, all the players
were little tense.
3. Because of the earlier
substitutions, Bright View had
lost all their strikes.
4. On account of Mukaka’s
urging, his team did not give
up and they scored an
equalizing goal.
own sentences orally using any of orally using the learnt structure
the adverbs of degree correctly.
- make corrections
errors
in English 9 15
Go round and mark

lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
minutes
LESSON: Enough… to to express result
T/L AIDS: Pupils’ books, chart showing further examples on Expressing Result
2. Rewrite the given sentences correctly using enough…to
3.
INTRO: Ask learners to explain what Give their views on what happened 3
brainstormi happened after they wrote their after they wrote their grade 9
ng grade 7
Copy the topic in their exercise
Introduce the topic by writing it on books
the board: USING ENOUGH… TO
EXPRESS RESULTS
Rule We can use the word enough Listen carefully to the teacher’s 10
explanation followed by to to express results. explanations and examples
1. The problem is big enough to
Example: cause major concern around
the world.
2. There is not enough topsoil in
which to grow plants.
We can also use these words to join
sentences. Notice how the words in
the joined sentences change.
3. There is not much land. The
animals need to graze.—there
is not enough land for the
animals to graze.
4. The land was fertile. We could
grow crops.--- the land was
fertile enough for us to grow
crops.
practice own sentences orally using enough… orally using the learnt structure
to to express correctly.
- make corrections
errors
in English 9 15
Go round and mark

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
minutes
LESSON: Express too… to to express result
T/L AIDS: Pupils’ books, chart showing further examples on Expressing Result
2. Rewrite the given sentences correctly using too…to
3.
INTRO: Revision lesson on the use of enough Revision on the use of enough… to 3
brainstormi …to express results
ng
the board: USING TOO… TO EXPRESS Copy the topic in their exercise
RESULTS books
Rule Another way of expressing result is Listen carefully to the teacher’s 10

explanation the use of the structure too + explanations and examples
adjective + verb with to. This
expresses a negative idea but does
Example: not use the word not in the sentence.
1. The land becomes too dry
and unfertile to grow crops.
2. The fire was too big to put
out.
We can also join sentences using
this structure to improve our style of
writing. Notice how the words in the
joined sentences change.
3. The fire was very big. It could
not be put out. --- the fire was
too big to be put out.
practice own sentences orally using too… to orally using the learnt structure
to express result correctly.
- make corrections
errors
in English 9 15
Go round and mark

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
minutes
LESSON: The use of determiners- some and any
T/L AIDS: Pupils’ books, chart showing further examples on the use of some and any
2. Complete the given sentences using some and any correctly.
3.
INTRO: Revision on determiners Revision on determiners 3

brainstormi
the board: THE USE OF books
DETERMINERS- SOME AND ANY
Rule We use some and any when we do Listen carefully to the teacher’s 10
explanation not know the exact number or explanations and examples
quantity of the things we are talking
Example: about.
1. Will I need any treatment?
2. Yes, you will need some
treatment.
3. I am here to give you any
information you need.
We use some in positive sentences
and when we mean not all.
We use any in negative sentences, in
questions, and when we mean no
matter which.
practice own sentences orally using some orally using the learnt structure
and any to express correctly.
- make corrections
errors
in English 9 15
Go round and mark

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
minutes
LESSON: The use of Determiners- either… or, neither… nor
T/L AIDS: Pupils’ books, chart, pupils
2. Rewrite the given sentences correctly as directed.
3.
INTRO: Revision on the previous lesson on Revision on the previous lesson on 3

brainstormi determiners determiners
ng
the board: THE USE OF books
DETERMINERS- EITHER… OR;
NEITHER… NOR
Rule Sometimes we want to choose Listen carefully to the teacher’s 10
explanation between two things, or to say there is explanations and examples
no choice we can make between two
things. We can use the words either…
or; neither… nor to do this.
Example: 1. Either it hits the nail on the
head or it does not.
2. He is suffering from neither
yellow fever nor diabetes.
practice own sentences orally using enough… orally using the learnt structure
- make corrections
errors
in English 9 15
Go round and mark

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: relative clauses- using ‘who’ ‘whom’ ‘which’ and ‘that’
T/L AIDS: pupils’ books, chart
1. 95% of the learners must rewrite the given sentences with little difficulties
2. Apply the use of relative clauses to join sentences correctly.
3. Distinguish between essential and not essential relative clauses.
INTRO: Revision on relative pronouns Revision on relative pronouns

brainstormi Ask learners to list the relative Expected answers: who, that,
ng pronouns they know which, whom
the board: RELATIVE CLAUSE: THE Copy the topic in their exercise
USE OF ‘WHO’ ‘WHOM’ ‘WHICH’ and books
‘THAT’
Rule We use relative pronouns such as Listen carefully to the teacher’s
explanation who, which, that And whom to join explanations and examples
clauses in sentences. The clauses
that begin with these words are
called relative clauses.
Some of these clauses provide
information that is essential in the
Example: sentence and some clauses provide
additional information.
1. The people who got cowpox
never caught smallpox.
(this clause gives essential
information about the people. If we
take the relative clause out, either the
sentence does not make sense the
meaning of the sentence changes.)
2. Edward Jennet, who was a
young doctor in Britain, was
the first person to try this
process.
(this clause gives additional
informational, not essential
information. The additional
information is written between
commas. If we take the relative
clause out, we can still understand
the sentence.
-Use who and that to refer to people.
-Use which or that to refer to things.
Oral -Tell the learners to construct their -construct their own sentences

errors
Written Tell the learners’ to join the given

practice sentences on page 73 of Progress in Copy the instructions and answer
English 9 the exercise on page 73
Go round and mark

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 9 TIME:
minutes
LESSON: The use of in case to express purpose
2. Rewrite the given sentences correctly as directed.
3.
INTRO: Ask the learners to explain why they Give out their views on why they 3
brainstormin are in school are in school
g
the board: THE USE OF INCASE TO books
EXPRESS PURPOSE
Rule The examples below shows how we Listen carefully to the teacher’s 10
explanation can use in case to express purpose explanations and examples
1. There is a sign on the wall, in
case you are not sure of
which bathroom to use.
Example: 2. There is a tap outside in case
there is no water in the
bathroom.
We can also use in case to join
sentences
3. She had a quick shower.
There was not enough water
for others to shower too. ---
She had a quick shower in
case there was not enough
water for others to shower.
own sentences orally using enough… orally using the learnt structure
- make corrections
errors
Written Tell the learners’ to be groups of five Copy the instructions and discuss
practice and discuss question number one on the exercise on page 80
page 80 of the progress in English 9 15
Go round and check what the

learners are doing.
Tell the group leaders to present Group leaders present their
their answers answers
lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 9 TIME:
minutes
LESSON: The use of Phrasal Verbs
REFERENCE: Progress in English grade 9 pg 90- 91, 95 teacher’s own materials
2. Match the given phrasal verbs with the meanings given with little difficulties
3.
INTRO: Revision on adverbs and prepositions Revision on adverbs and 3

brainstormin prepositions
g Introduce the topic by writing it on
the board: THE USE OF PHRASAL Copy the topic in their exercise
VERBS books
Rule You learned that prepositions and Listen carefully to the teacher’s 10
explanation adverbs are sometimes used with explanations and examples
verbs to make phrases that have
special or idiomatic meanings. We
call these phrasal verbs.
Example: 1. Hold on, let me wash my
hands. (wait)
2. Some people look down on
people who read poems.
(think they are inferior or not
as good as; despise).
3. I don’t want to call off the
play festival. (cancel; stop)
4. I will never give up my dream
to be a story teller. (stop
trying)
Note: not all verbs followed by
prepositions or adverbs are
idiomatic. Sometimes, they have
literal meaning.
own sentences orally using phrasal orally using the learnt structure
verbs correctly.
- make corrections
errors
Written Tell the learners’ to match the Copy the instructions and discuss
practice meanings and the phrasal verbs in the exercise on page 91.
the sentences on page 91 of the 15
progress in English 9 Hand in their books for marking
Go round and mark.

lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 9 TIME:
minutes
LESSON: Polite requests with modal verbs and auxiliaries
1. Make polite requests using will, would, shall, can, may, might, should correctly.
3.
INTRO: Ask learners to mention the modal Expected answers: may, will, 3
brainstormin verbs they know. would, might, can, should, shall
g
the board: POLITE REQUEST WITH books
MODAL VERBS
Rule We can use modal and auxiliary Listen carefully to the teacher’s 10
explanation verbs to make polite requests. Look explanations and examples
at these examples:
1. How may I help you?
2. What can I do for you?
Example: 3. Would you mind helping me?
4. Could/can you tell me in
which direction I should go
from here?
5. Might/could/can I leave the
room, please?
6. Will you help me, please?
7. I should/would like a cup of
tea, please?
modal verbs correctly.
- make corrections
errors
Written Tell the learners’ to rewrite the given Copy the instructions and rewrite
practice sentences in polite language the sentences on page 107.
sentences on page 107 of the 15
progress in English 9 Hand in their books for marking
Go round and mark.

lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 9 TIME:
minutes
LESSON: Expressing preferences and possibility using modal verbs and auxiliaries
REFERENCE: Progress in English grade 9 pg 111 teacher’s own materials
2. Choose the best words to complete the given sentences
3.
INTRO: Revision on modal verbs and Revision on modal verbs and 3

brainstormin auxiliaries auxiliaries
g
the board: EXPRESS PREFERENCES books
AND POSIBILITIES USING WOULD,
WOULD RATHER, WOULD SOONER,
MAY, MIGHT, MIGHT HAVE, CAN
Rule We can use modal and auxiliary Listen carefully to the teacher’s 10
explanation verbs to express preferences and explanations and examples
possibility:
Example:
Preferences:
1. Some people would rather
shake hands than bow to one
another.
2. She would sooner be too
polite than appear to be rude.
Possibility
3. It may offend him if you
speak too loudly.
4. What you sad might have
offended her, but I am not
sure.
5. It can be very difficult to know
what to say when you meet a
stranger.
own sentences orally that express orally using the learnt structure
preference and possibility correctly.
- make corrections
errors
Written Tell the learners to choose the best Copy the instructions and discuss
practice words to complete the given the exercise on page 91.
sentences page 111 of the progress 15
in English 9 Hand in their books for marking
Go round and mark.

lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 9 TIME:
minutes
LESSON: Making Suggestion
2. Make suggestions with shall we and let’s.
3.
INTRO: Revision on modal verbs Revision on modal verbs 3

brainstormin
g Introduce the topic by writing it on Copy the topic in their exercise
the board: MAKING SUGGESTION books
WITH SHALL WE AND LET’S
Rule We can use the words shall we and Listen carefully to the teacher’s 10
explanation let’s to make suggestions. Shall we is explanations and examples
more formal than let’s:
1. Shall we sit down and have

Example: some tea?
2. Let’s go and play some
football!
own sentences orally using shall we orally using the learnt structure
and let’s correctly.
- make corrections
errors
Written Tell the learners’ to make Copy the instructions and discuss
practice suggestions to the given things on the exercise on page 113.
page 113 of the progress in English 9 15
Go round and mark. Hand in their books for marking

lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 9 TIME:
minutes
LESSON: Expressing contrast
REFERENCE: Progress in English grade 9 pg 119, 125; teacher’s own materials
3. Choose the best words to complete the given sentences.
INTRO: Ask the learners to explain in their Explain how they show that 3
brainstormin views on how they show that something is different from the
g something is different from the other other

the board: EXPRESS CONTRAST books
USING SOME… OTHERS, IN SPITE OF,
DESPITE, WHILE AND WHEREAS
Rule Some words can emphasize Listen carefully to the teacher’s 10

explanation differences or opposite meanings. explanations and examples
We call this contrast. When you
contrast things, you must always
mention the two things that are
Example: different or opposite.
1. Chambo was lazy while his
brother liked to help.
2. Some tasks are easy but
others are difficult.
3. Chito’s mother was a good
cook, whereas his father was
a good hunter.
4. Despite his mother’s warning,
he forgot all about the pot of
beans o the fire.
5. She raced towards to the
house in spite of the heat
from flames.
own sentences orally expressing orally using the learnt structure
contrast correctly.
- make corrections
errors
Written Tell the learners’ to rewrite two Copy the instructions and answer
practice sentences on page 119 and choose the exercise on page 119 and 125
the best words to complete 15
sentences on page 125 of the .
progress in English 9
Go round and mark.
lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: probable conditional sentences
1. Construct their sentences orally using the learnt probable conditional
sentences.
3. Distinguish between dependent and independent clauses.
INTRO: -Revision on the types of Expected answers:

brainstorm conditional sentences Probable, improbable,
ing -Ask learners to list the types of impossible
conditional sentences they know
-Introduce the topic by writing it Copy the topic in their exercise
on the board: PROBABLE books
CONDITIONAL SENTENCES
Rule The if- clause in the probable Listen carefully to the teacher’s
explanatio conditional sentences describe explanations and examples and
n something that will happen if copy them in their exercise
something else happens. books.
All conditional clauses contain a
dependent clause. The dependent
clause begins with if and
expresses a condition. The
independent clause expresses the
Example: result of the condition.
1. If the car clashes, the air
bag will automatically
inflate.
Probable conditional sentences
are formed in the following way:
If +simple present+ future
with will/shall or can.
When the if- clause begins the
sentence, put a comma after the
clause.
The if- clause is usually first, but
the order does not affect the
meaning.
2. If you come late, you will
find us gone. Or you will
find us gone if you come
late.

errors

practice sentences on page 143 of Copy the instructions and
Progress in English grade 9 answer the exercise on page 10
pupils’ book. Remember to use
commas correctly

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: Improbable conditional sentences
REFERENCE: Progress in English grade 9 pg 143, 150; teacher’s own materials
1. Construct their sentences orally using the learnt improbable conditional
sentences.
3. Distinguish between dependent and independent clauses.
INTRO: -Revision on the probable Revise with the teacher on the

brainstorm conditional sentences probable conditional sentences
ing -Introduce the topic by writing it
on the board: IMPROBABLE Copy the topic in their exercise
CONDITIONAL SENTENCES books
Rule An improbable sentence is one Listen carefully to the teacher’s
explanatio that describes something that is explanations and examples and
n unlikely to happen because the if- copy them in their exercise
clause refers to something unreal. books.
-If I was an MP, I would not accept
bribe.
Example:
We make improbable conditional
sentences in the following ways.
1. Use the past simple in the
if- clause+ would+ verb
-if he took bribes, we would
consider him corrupt.
2. if the past simple tense is
negative, use did+ not+
verb.
-if he did not lock the house,
robbers would have got into it.
3. If the verb in the if-clause is
part of the verb to be, use
were in formal language.
-if I were you, I would not offer
bribe.
4. But in informal spoken
language, was is
sometimes used and not
were.
5. The if-clause may come
first or second in the
sentence but remember to
put a comma after it if it
comes first.
6. If… not can be replaced by
unless in all types of
conditional sentences
-if my brother didn’t accompany
me, I wouldn’t go out at night.
errors

practice sentences on page 150 of Copy the instructions and
Progress in English grade 9 answer the exercise on page 10
pupils’ book. Remember to use
commas correctly

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: Note summary
REFERENCE: Progress in English pupils’ book grade 9, pg 23
3. write a note summary
Pre- Reading Ask the learner’s to mention Expected answer: 5
(brainstormin the main two types of Note and prose summaries
g) summaries
the main facts of the text in the Take turns, read and
summary discuss the passage in
Select words that provide the their groups
Tell the learners to leave out
Tell the learners to leave out
unnecessary details
are doing
- Tell the learners to study the Discuss the example in
example of the story and a their groups
- tell them to individually write a Write a note summary
note summary of a passage on of the passage on page
page 24 24.
Go round and correct the

exercise books Hand in their books for
marking
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: paragraph summary
2. Write a recommendable paragraph summary
Pre- Reading Revision on the previous Revision on the previous 5
(brainstormin lesson on note summary lesson on note summary
g)
While Tell the learners to take Take turns when reading 20

Reading turns and read the passage the passage
- Tell the learners to read Read the story silently and 40

Reading for the passage silently and write a paragraph summary
the task write a paragraph
summary using the
points on page 36
Tell the learners to put the
notes in logical order and
connect them to form
complete sentences with
correct punctuation. Hand in their books for
Go round and mark marking
and the questions
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: Table summary
METHODS: Teacher’s exposition, group work, individual work, question and answer
2. Write a recommendable table summary
Pre- Tell the learners to skim the text Skim through the text and look at 5
Reading on page 75-76 and look at the the pictures. Suggest what the
pictures. Ask them what they think text is about
the text is about.
Reading read the passage in their groups passage
Tell them to discuss the content of
the text Discuss the content of the text
- Tell the learners to read the Read the story silently and 40
Reading passage silently and complete a table summary
for the complete a table summary
task on page 76 individually

Reading questions
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: prose summary
REFERENCE: Progress in English pupils’ book grade 9, pg 92-93, 100
2. Write a recommendable prose summary
Pre- Reading Revision on the previous lesson Revision on paragraph 5
(brainstormin on paragraph summary summary
g)
Reading and read the passage on page passage
92-93 Write the teachers
Tell the learners that when explanations in their books
writing a prose summary, you
write a short text that is very
clear and simple.
-Arrange the ideas in logical
way
-Write in full sentences but use
as few words as possible.
-Include all the main ideas.
-Do not repeat things or give
examples
Reading for the passage and the write a prose summary
the task given points silently and
write a prose summary
- Tell the learners to
Write a prose summary of not
more 135 words
Go round and mark Hand in their books for

marking
Post- Reading Go through the passage and the Make corrections 10
question
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: Tabulation
2. Write a recommendable table summary
Pre- Reading Revision on the previous lesson Revision on the previous 5
(brainstormin on table summary lesson on table summary
g)
While Explain: to make a table Take turns when reading the 20

Reading summary, make sure you passage
understand the text you need to
summarize.
-Decide on how many columns
you need and what headings
you want in each column.
-Draw a rough draft of a table;
give each column an
appropriate heading. Fill in the
necessary information under
each heading.
-Give your table a title or
heading.
-Check that you have included
all the correct information.
-Draw a neat copy of the
completed table when you are
satisfied.
Reading for the passage silently and write a paragraph summary
the task make table summary on
the responsibilities
Mulenga has.
- Go round and mark Hand in their books for
marking
Post- Reading Go through the passage and the Make corrections 10
question
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: descriptive composition- Description of a person
3.

brainstormi describe their friends orally. their friends
ng
the board books
Rule -A descriptive composition gives a Copy the teacher’s explanation

explanation picture of what somebody or and ask where necessary.
something looks like or feels like. In
other words, to describe is to paint a
picture of someone or something so
that one can easily visualize them in
one’s mind or identify them when one
comes across them.
-This type of composition is best
written using adjectives and adverbs.
-An adjective is a word that indicates
a quality of a person or thing referred
to by a noun.
-An adverb is a word that adds more
information about a place time
circumstance, manner, cause,
degree… to a verb, an adjective, a
phrase or another adverb
-The description should appeal to the
minds, eyes, and all the five senses
Description of a person
-para. 1. Name, age, sex, place of
birth, nationality, religion,
qualifications if known
Para 2. Physical features; any
peculiarity (bald, hairy…) or deformity
(scar, hump, lame, crippled) or
mental retardation
Para 3. Academic qualifications and
professional experience
Para 4. General conduct
Para 5. Conclusion: express personal
wish or give readers details by which
to identify him/her through
mannerism or etiquette.
person

lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: descriptive composition- Description of an Animal
3.
brainstor describe their friends orally. their friends
the board books
n
Description of a Animal
-Para. 1. Name, color, age,
species, natural habit, weight
Para 2. Tamed/or wild, diet,
emotions in various situations
Para 3. Usefulness in nature,
gestation period, reproduction,
growth to adulthood
Para 4. Natural friend or foe,
behavior, longevity (long life)
wish or view on the animal
person
n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: descriptive composition- Description of an Object
2. Use adjective and adverbs to describe an object
3.
INTRO: Ask learners some learners to any Two or three learners describe 10
brainstor object orally. the object of their choice
the board books
n
Description of an Object
-Para. 1. Name, age, place of
origin, size, shape, weight, color
and aesthetic of the object
Para 2. Mode of operation
Para 3. Function of object
Para 4. caution
wish or view on the object
practice detailed description of an object. composition by describing an
object
Correct the books for marking

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: descriptive composition- Description of the Event
2. Use adjective and adverbs to describe an event
3.
INTRO: Ask learners to describe any event Two or three learners describe 10
brainstor they attended orally. the event they attended orally
the board books
n
Description of a event
When describing an event, you are
usually told to write a story about
what took place in the order it
happened; that is; chronological
order. In doing this, you are likely
to write brief description of
people and place as well.
Give
examples
person
n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: Unguided Narrative
REFERENCE: progress in English grade 9 page 35, 96; Teacher’s own materials
3.
INTRO: Ask learners to orally tell their Two or three learners tell their 10
brainstor favorite story own stories orally
COMPOSITION
Rule -Narrative compositions are Copy the teacher’s explanation
explanatio always written in paragraphs. and ask where necessary.
n -One sentence in each paragraph
paragraph.
paragraph support that main idea
or give additional information
about the main idea.
-Link the sentences and
paragraphs by using words such
Give as then, afterwards, next, however
examples and as a result.
-Follow a chronological order in
your composition, that is, write
the events in the order in which
they happened.

eventually managed to come back
to earth.
n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: Report Writing
REFERENCE: progress in English grade 9 page 47, 86; Teacher’s own materials
1. Write a recommendable report
3. Use the correct tense in their report
INTRO: Revision on reported speech Revision on reported speech 10
brainstor Introduce the topic by writing it on Copy the topic in their exercise
ming the board- REPORT WRITING books
Rule -to write a report, you must Copy the teacher’s explanation
explanatio 1. Title: use titles (and subtitles) and ask where necessary.
n to organize the information in
your report.
2. Paragraphs: write your report in
paragraphs. Each paragraph
should have one main idea.
3. Sequence: report what
happened in the order in which it
happened.
4. Verb tenses: use the past tense
because you are reporting
something that happened in the
past.
5. Reported speech: use reported
speech rather than direct speech.
6. Punctuation: use capital letters
for names of people and places. Listen carefully and identify
Give features of a report
examples Read the report on page 41-42
Written Tell the learners to write a report Copy the instructions and the
practice on the school debate program question.
Write a well detailed report.

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: Formal Letter- Letter to the Press
1. Write a recommendable formal letter
2. Follow the structure of a formal letter.
3.
INTRO: Ask learners whether they have Give their views on whether 10
brainstor written any letter before they had written letters before
ming Introduce the topic by writing it on and give some common
the board- LETTER TO THE features of a letter.
EDITOR Copy the topic in their exercise
books
Rule -FEATURES OF A FORMAL Copy the teacher’s explanation
explanatio LETTER and ask where necessary.
n 1. sender’s address and date
2. write receiver’s address
3. salutation- Dear Sir/madam or
Editor
4. reference- open with a
statement that summarizes what
the letter is about
5. use paragraphs to give
information
6. Be polite and use formal
language.
7. write a conclusion to sum up
what you have said.
8. end with yours faithfully, or
Give concerned resident and your
examples name
Show a chart showing an example

of the letter to the editor
Written Tell the learners to copy the Copy the instructions and the
practice question the progress in English 9 question.
page 63 Write a letter to the editor

Collect the books for marking
n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: Filling in Forms
T/L AIDS: Flip chart showing a form, text books
1. Fill in the given forms with little difficult.
2.
3.
INTRO: Show the form to the learners and Give their views on whether 10
brainstor ask them whether they have ever they have ever filled in any
ming filled in an form form.
the board- FILLING IN FORMS Copy the topic in their exercise
books
Rule -Tell the learners that it is very Copy the teacher’s explanation
explanatio important to that they fill in forms and ask where necessary.
n accurately. Read a form very
carefully first before they begin.
They should print neatly or use
capital letters on the forms to
make sure people can read it.
Display a chart that has the form Fill in the form on the chart with
Give and fill it with the learners the teacher
examples
Written Give the learners a copy each of Fill in the given forms
practice the form to fill in as an exercise accurately and neatly.

n lesson
EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
LESSON: Curriculum Vitae (CV)
1. Write a recommendable Curriculum Vitae.
2.
3.
INTRO: Ask learners to orally tell a Two or three learners tell their 10
brainstor summary of their personal details, own summary orally
ming education, interests
the board- Curriculum Vitae books
Rule -a curriculum vitae is a summary Copy the teacher’s explanation
explanatio of someone’s personal details, and ask where necessary.
n education, qualifications,
interests, and experience. It also
includes the names of referees
and their contact details.
HOW TO WRITE A CV
A curriculum vitae should be set
out neatly simply in list form and
should contain the following
information:
-full name in block letters
-Date and place of birth
-Education: Names of schools
attended with dates
-examinations taken, with dates
and results
- Experience, both in part-time and
full-time work. Any work
experience is relevant when you
are young. For example, helping
your parents to sell at their
market stand or in someone’s
shop is relevant experience.
-interests and hobbies. Employers
will expect to see candidates with
reasonably wide interests.
-other information. Include
anything that tells the prospective
employer useful background
information about yourself.
-referees. Two names are usually
required, for example, the head
teacher, and one other teacher or
any respected member of the
community who knows you well Study the example of the CV on
Give the chart.
examples Show the learners a chart that has
an example of a CV.
Written Tell the learners to write their CV Copy the instructions and the
practice following the points above. question.
Write their CV.
n lesson
EVALUATION:

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LESSON PLAN

-Group the learners into groups of - Grouped into groups of 30

Go round and mark Hand in their books for marking

-Tell the learners in their groups to - Identify some of the 20

Go round and mark Hand in their books for marking

-Tell the learners in their groups to - Identify some of the 30

Go round and mark Hand in their books for marking

-Group the learners into groups of - Grouped into groups of 30

Go round and mark Hand in their books for marking

-Group the learners into groups of - Grouped into groups of 30

Go round and mark Hand in their books for marking

-Group the learners into groups of - Grouped into groups of 30

Go round and mark Hand in their books for marking

-Group the learners into groups of - Grouped into groups of 30

-Group the learners into groups of - Grouped into groups of 30

Go round and mark Hand in their books for marking

Go round and mark Hand in their books for marking

-Group the learners into groups of - Grouped into groups of 30

Go round and mark Hand in their books for marking

-Group the learners into groups of - Grouped into groups of 30

Go round and mark Hand in their books for marking

-Group the learners into groups of - Grouped into groups of 30

Go round and mark Hand in their books for marking

Go round and check on what the

-Listen carefully and correct their - make corrections

Conclusio Go through the main points of the Make corrections 2

INTRO: Revision on present simple tenses Revision on present simple tense 3

Introduce the topic by writing it on

Rule The present CONTINOUS TENSE IS Listen carefully to the teacher’s 10

-Listen carefully and correct their - make corrections

Conclusio Go through the main points of the Make corrections 2

-Listen carefully and correct their - make corrections

Conclusio Go through the main points of the Make corrections 2

-Listen carefully and correct their - make corrections

Conclusio Go through the main points of the Make corrections 2

INTRO: Revision on present simple tenses Revision on present simple 3

Conclusio Go through the main points of the Make corrections 2

INTRO: Revision on present perfect tenses Revision on present perfect tense 3

Rule The present perfect Continuous Listen carefully to the teacher’s 10

Conclusio Go through the main points of the Make corrections 2

Conclusio Go through the main points of the Make corrections 2

INTRO: Revision on nouns Revision on nouns 3

Conclusion Go through the main points of the Make corrections 2

Conclusion Go through the main points of the Make corrections 2

Conclusion Go through the main points of the Make corrections 2

Conclusion Go through the main points of the Make corrections 2

5. This is the most exciting

6. This is the oldest building in

Conclusion Go through the main points of the Make corrections 2

Conclusion Go through the main points of the Make corrections 2

Introduce the topic by writing it on

1. The teacher was very

Conclusion Go through the main points of the Make corrections 2

INTRO: Tell the learners to demonstrate Demonstrate what they do 5

Help explain their difficult words

Appoint the learners at random to

Help explain their difficult words Read the dialogue upfront

Appoint the learners at random to

Help explain their difficult words Read the dialogue upfront