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:
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 32-35
T/L AIDS: text books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Read the passage fluently
2. Answer the comprehension questions
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
Pre- Assign two- three learners to read Listen carefully for 5
Reading the passage for the rest of the comprehension
class

While Tell the learners to take turns and Take turns when reading the 10
Reading read the passage passage

-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
Tell the learners to individually Individually, answer the 30
answer the comprehension comprehension questions on
questions on page 33-34 pages 33-34 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:
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 36-39
T/L AIDS: text books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Read the passage fluently
2. Answer the comprehension questions with little difficulties
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
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
While Tell the learners to take turns and Take turns when reading the 10
Reading read the passage passage

-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
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 38-39 pages 38-39 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:
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 40-43
T/L AIDS: text books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Read the passage fluently
2. Answer the comprehension questions
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES 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?
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 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
difficult word and phrase and their words and discuss
have a class discussion with the rest of the class
Tell the learners to individually Individually, answer the 20
answer the comprehension comprehension questions on
questions on page 41-43 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:
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 44-48
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 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

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 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
difficult word and phrase and their words and discuss
have a class discussion with the rest of the class
Tell the learners to individually Individually, answer the 20
answer the comprehension comprehension questions on
questions on page 46-48 pages 46-48 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:
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 49-51
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 with little difficulties.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
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.
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 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
difficult word and phrase and their words and discuss
have a class discussion with the rest of the class
Tell the learners to individually Individually, answer the 20
answer the comprehension comprehension questions on
questions on page 50-51 pages 50-51 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:
SUBJECT: English language DURATION: 80 Minutes
LESSON TYPE: Comprehension
LESSON: Reading for pleasure
METHODS: Teacher’s exposition, group work, question and answer
REFERENCE: MK pupils’ book grade 8 page 52-56
T/L AIDS: text books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Read the passage fluently
2. Apply the reading skills in their daily lives
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
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?
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 20
-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

Post-
Reading Go through the passage Make corrections 5

EVALUATION:

LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
SUBJECT: English language DURATION: 80 Minutes
LESSON TYPE: Comprehension
LESSON: Reading for pleasure
METHODS: Teacher’s exposition, role play
REFERENCE: MK pupils’ book grade 8 page 58-66
T/L AIDS: text books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Read the passage fluently
2. Act the play
3. Answer the questions after each scene
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
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
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 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-
Reading Go through the passage Make corrections 5

EVALUATION:
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 74-77
T/L AIDS: Text Books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Read the passage fluently
2. Match the given words with their correct meanings.
3. Answer the comprehension questions with little difficulties.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
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?
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 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
difficult word and phrase and their words and discuss
have a class discussion with the rest of the class
Tell the learners to individually Individually, answer the 20
answer the comprehension comprehension questions on
matching questions on page 77 pages 77 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:
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 80-81
T/L AIDS: Text Books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Read the passage fluently
2. Match the given words with their correct meanings.
3. Answer the comprehension questions with little difficulties.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
Pre- Ask the learners to define an Give out their views 5
Reading earthquake

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 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
difficult word and phrase and their words and discuss
have a class discussion with the rest of the class
Tell the learners to individually Individually, answer the 20
answer the comprehension comprehension questions on
matching questions on page 81 pages 81 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:
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 82-83
T/L AIDS: Text Books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Read the passage fluently
2. Answer the comprehension questions with little difficulties.
3.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
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
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 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
difficult word and phrase and their words and discuss
have a class discussion with the rest of the class
Tell the learners to individually Individually, answer the 20
answer the True/False questions comprehension questions on
on page 83 page 83 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:
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 84-85
T/L AIDS: Text Books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Read the passage fluently
2. Answer the comprehension questions with little difficulties.
3.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
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

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 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
difficult word and phrase and their words and discuss
have a class discussion with the rest of the class
Tell the learners to individually Individually, answer the 20
answer the True/False questions comprehension questions on
on page 84 page 84 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:
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 93-96
T/L AIDS: Text Books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Read the passage fluently
2. Answer the comprehension questions with little difficulties.
3.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
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
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 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
difficult word and phrase and their words and discuss
have a class discussion with the rest of the class
Tell the learners to individually Individually, answer the 20
answer the True/False questions comprehension questions on
on page 95 page 95 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: 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
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Construct their sentences orally by pronouncing the contractions correctly.
2. Apply the use of the learnt structure in their daily lives
3.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
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
T/L AIDS: Pupils’ books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
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
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
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:
SUBJECT: English Language DURATION: 40
minutes
LESSON TYPE: Structure
LESSON: Present Continuous Tense
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK English grade 8 pg 145- 146, teacher’s own materials
T/L AIDS: Pupils’ books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Construct their sentences orally using the learnt structure correctly.
2. Apply the use of Present Continuous Tense in sentences correctly.
3. Rewrite the given sentences correctly using the present continuous tense.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME

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.
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 145 of the MK the exercise on page 145
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:
SUBJECT: English Language DURATION: 40
minutes
LESSON TYPE: Structure
LESSON: Past Simple Tense
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK English grade 8 pg 147- 148, teacher’s own materials
T/L AIDS: Pupils’ books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Construct their sentences orally using the learnt structure correctly.
2. Apply the use of past simple tense in sentences correctly.
3. Rewrite the given sentences correctly using the past simple tense.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
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.
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 147, 148 of the MK the exercise on page 147,148
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:
SUBJECT: English Language DURATION: 40
minutes
LESSON TYPE: Structure
LESSON: Past Continuous Tense
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK English grade 8 pg 148-149, teacher’s own materials
T/L AIDS: Pupils’ books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Construct their sentences orally using the learnt structure correctly.
2. Apply the use of Past Continuous Tense in sentences correctly.
3. Rewrite the given sentences correctly using the past continuous tense
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME

INTRO: Revision on past simple tenses Revision on the past simple tense 3
brainstormi
ng Introduce the topic by writing it on Copy the topic in their exercise
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.

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 148 – 149 of the the exercise on page 149
MK 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:
SUBJECT: English Language DURATION: 40
minutes
LESSON TYPE: Structure
LESSON: Present perfect Tense
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK English grade 8 pg 152-154, teacher’s own materials
T/L AIDS: Pupils’ text books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Construct their sentences orally using the learnt structure correctly.
2. Apply the use of present perfect tense in sentences correctly.
3. Rewrite the given sentences correctly using the present simple tense
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME

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

brainstormi
ng Introduce the topic by writing it on Copy the topic in their exercise
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.
Oral -Tell the learners to construct their -construct their own sentences 10
practice own sentences orally using the orally using the learnt structure
present perfect tense correctly.
- make corrections
-Listen carefully and correct their
errors

Written Tell the learners’ to answer the Copy the instructions and answer
practice exercise on page 153, 1454 of MK the exercise on page 153, 154
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:
SUBJECT: English Language DURATION: 40
minutes
LESSON TYPE: Structure
LESSON: Present perfect Continuous Tense
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK English grade 8 pg 155-157, teacher’s own materials
T/L AIDS: Pupils’ text books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Construct their sentences orally using the learnt structure correctly.
2. Apply the use of present perfect continuous tense in sentences correctly.
3. Rewrite the given sentences correctly using the present perfect continuous tense
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME

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

brainstormi
ng Introduce the topic by writing it on Copy the topic in their exercise
the board: PRESENT PERFECT books
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.
Oral -Tell the learners to construct their -construct their own sentences 10
practice own sentences orally using the orally using the learnt structure
present perfect tense correctly.
- make corrections
-Listen carefully and correct their
errors

Written Tell the learners’ to answer the Copy the instructions and answer
practice exercise on page 156, 157 of MK the exercise on page 156, 157
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:
SUBJECT: English Language DURATION: 40
minutes
LESSON TYPE: Structure
LESSON: The possessive form of nouns
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK English grade 8 pg 157-159, teacher’s own materials
T/L AIDS: Pupils’ text books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Construct their sentences orally using the learnt structure correctly.
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
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
INTRO: Revision on nouns Revision on nouns 3
brainstormi
ng Introduce the topic by writing it on Copy the topic in their exercise
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.
Oral -Tell the learners to construct their -construct their own sentences 10
practice own sentences orally using the orally using the learnt structure
present perfect tense correctly.
- make corrections
-Listen carefully and correct their
errors

Written Tell the learners’ to answer the Copy the instructions and answer
practice exercise on page 158-159 of MK the exercise on page 158-159
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:
SUBJECT: English Language DURATION: 40
minutes
LESSON TYPE: Structure
LESSON: Countable and uncountable nouns.
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK English grade 8 pg 159- 162, teacher’s own materials
T/L AIDS: Pupils’ text books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Construct their sentences orally using the learnt structure correctly.
2. Apply the use of the countable and uncountable nouns in sentences correctly.
3.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME

INTRO: Revision on nouns Revision on nouns 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
present perfect tense correctly.
- make corrections
-Listen carefully and correct their
errors
Written Tell the learners’ to answer the Copy the instructions and answer
practice exercise on page 160-161 of MK the exercise on page 160-161
English 8 15
Hand in their books for marking
Go round and mark

Conclusion Go through the main points of the Make corrections 2

lesson

EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
SUBJECT: English Language DURATION: 40
minutes
LESSON TYPE: Structure
LESSON: Determiners
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK English grade 8 pg 164- 166, teacher’s own materials
T/L AIDS: Pupils’ text books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Construct their sentences orally using the learnt structure correctly.
2. Apply the use of the Determiners in sentences correctly.
3.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
INTRO: Revision on nouns Revision on nouns 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.
Oral practice -Tell the learners to construct their -construct their own sentences 10
own sentences orally using the orally using the learnt structure
present perfect tense correctly. - make corrections
-Listen carefully and correct their
errors

Written Tell the learners’ to answer the Copy the instructions and answer
practice exercise on page 165-166 of MK the exercise on page 165-166
English 8 15
Hand in their books for marking
Go round and mark

Conclusion Go through the main points of the Make corrections 2

lesson

EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
SUBJECT: English Language DURATION: 40
minutes
LESSON TYPE: Structure
LESSON: Intensifiers
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK English grade 8 pg 166- 168, teacher’s own materials
T/L AIDS: Pupils’ text books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Construct their sentences orally using the learnt structure correctly.
2. Apply the use of the Determiners in sentences correctly.
3. rewrite the given sentences with little difficulties.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
INTRO: Revision on nouns, adjectives, Revision on nouns, adjectives and 3
brainstormin adverbs adverbs
g
Introduce the topic by writing it on Copy the topic in their exercise
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)
Oral practice -Tell the learners to construct their -construct their own sentences 10
own sentences orally using the orally using the learnt structure
present perfect tense correctly. - make corrections
-Listen carefully and correct their
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
Hand in their books for marking
Go round and mark

Conclusion Go through the main points of the Make corrections 2

lesson

EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
SUBJECT: English Language DURATION: 40
minutes
LESSON TYPE: Structure
LESSON: Coordinators
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK English grade 8 pg 164- 166, teacher’s own materials
T/L AIDS: Pupils’ text books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Construct their sentences orally using the learnt structure correctly.
2. Apply the use of the Determiners in sentences correctly.
3. Join the given sentences with an appropriate coordinator.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
INTRO: Revision on nouns Revision on nouns 3
brainstormin Introduce the topic by writing it on
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.

Oral practice -Tell the learners to construct their -construct their own sentences 10
own sentences orally using the orally using the learnt structure
contractions correctly. - make corrections
-Listen carefully and correct their
errors
Written Tell the learners’ to answer the Copy the instructions and answer
practice exercise on page 169 of MK English the exercise on page 169
8 15
Hand in their books for marking
Go round and mark

Conclusion Go through the main points of the Make corrections 2

lesson

EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
SUBJECT: English Language DURATION: 40
minutes
LESSON TYPE: Structure
LESSON: Comparison
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK English grade 8 pg 174-176, teacher’s own materials
T/L AIDS: Pupils’ text books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Construct their sentences orally using the learnt structure correctly.
2. Apply the use of the comparison in sentences correctly.
3. fill in the correct form of the words in brackets
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
INTRO: Revision on nouns Revision on nouns 3
brainstormin Introduce the topic by writing it on
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.
Oral practice -Tell the learners to construct their -construct their own sentences 10
own sentences orally using the orally using the learnt structure
present perfect tense correctly. - make corrections
-Listen carefully and correct their
errors
Written Tell the learners’ to answer the Copy the instructions and answer
practice exercise on page 175 of MK English the exercise on page 175
8 15
Hand in their books for marking
Go round and mark

Conclusion Go through the main points of the Make corrections 2

lesson

EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
SUBJECT: English Language DURATION: 40
minutes
LESSON TYPE: Structure
LESSON: Reason
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK English grade 8 pg 176-177, teacher’s own materials
T/L AIDS: Pupils’ text books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Construct their sentences orally using the learnt structure correctly.
2. Apply the use of the learnt structure in sentences correctly.
3. Rewrite the given words as directed
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
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
Introduce the topic by writing it on Copy the topic in their exercise
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.
Oral practice -Tell the learners to construct their -construct their own sentences 10
own sentences orally using the orally using the learnt structure
present perfect tense correctly. - make corrections
-Listen carefully and correct their
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
Hand in their books for marking
Go round and mark

Conclusion Go through the main points of the Make corrections 2

lesson

EVALUATION:

LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
SUBJECT: English Language DURATION: 40
minutes
LESSON TYPE: Structure
LESSON: Results
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK English grade 8 pg 178-179, teacher’s own materials
T/L AIDS: Pupils’ text books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Construct their sentences orally using the learnt structure correctly.
2. Apply the use of the results in sentences correctly.
3. Rewrite the given sentences as directed
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
INTRO: Ask learners what they expect after Give their views 3
brainstormin eating.
g Ask learners other scenarios in life.

Introduce the topic by writing it on

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.
Oral practice -Tell the learners to construct their -construct their own sentences 10
own sentences orally using the orally using the learnt structure
present perfect tense correctly. - make corrections
-Listen carefully and correct their
errors
Written Tell the learners’ to answer the Copy the instructions and answer
practice exercise on page 179 of MK English the exercise on page 179
8 15
Hand in their books for marking
Go round and mark

Conclusion Go through the main points of the Make corrections 2

lesson

EVALUATION:

LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
SUBJECT: English Language DURATION: 80 minutes
GRADE: 8
LESSON TYPE: Listening and speaking
LESSON: in the classroom
METHODS: Teacher’s exposition, pair work, demonstrate, question and answer
REFERENCE: MK English grade 8 pg 1
T/L AIDS: Pupils’ books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Read the dialogue with little difficulties.
2. Apply the use of the learnt structure in their daily lives
3.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME

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
Go round and check on what the
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:
SUBJECT: English Language DURATION: 80 minutes
GRADE: 8
LESSON TYPE: Listening and speaking
LESSON: apologies for making a mistake
METHODS: Teacher’s exposition, pair work, demonstrate, question and answer
REFERENCE: MK English grade 8 pg 2
T/L AIDS: Pupils’ books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Read the dialogue with little difficulties.
2. Apply the use of the learnt structure in their daily lives
3.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
INTRO: Tell the learners to demonstrate Demonstrate what they do 5
brainstormin what they do when they make when they make mistake
g mistake
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
Go round and check on what the
learners are doing

Help explain their difficult words Read the dialogue upfront

Appoint the learners at random to

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:
SUBJECT: English Language DURATION: 80 minutes
GRADE: 8
LESSON TYPE: Listening and speaking
LESSON: asking for permission
METHODS: Teacher’s exposition, pair work, demonstrate, question and answer
REFERENCE: MK English grade 8 pg 3-18
T/L AIDS: Pupils’ books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Read the dialogue with little difficulties.
2. Apply the use of the learnt structure in their daily lives
3.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
INTRO: Tell the learners to demonstrate Demonstrate what they do 5
brainstormin what they when they want to go to when they want to go to the
g the toilet toilet

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
Go round and check on what the
learners are doing

Help explain their difficult words Read the dialogue upfront

Appoint the learners at random to

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:
GRADE: 8 TIME:
SUBJECT: English language DURATION: 80 Minutes
LESSON TYPE: Summary
LESSON: Note summary
METHODS: Teacher’s exposition, group work, question and answer
REFERENCE: MK English pupils’ book grade 8, pg 180-181
T/L AIDS: text books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Read the given passage with little difficulties
2. Discuss the given passage
3. Write a note summary
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
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:
SUBJECT: English language DURATION: 80 Minutes
LESSON TYPE: Summary
LESSON: Best summary of the passage
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK pupils’ book grade 8, pg 182
T/L AIDS: text books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Read the given passage with little difficulties
2. Choose the best summary
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
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
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 Discuss the example in their
unnecessary details groups
-Go round and check what they
are doing
- Tell the learners to study the
example of the story and a
note summary on page 180
- 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
Post- Reading Go through the passage Make corrections 10
and the questions

EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME:
GRADE: 8 TIME:
SUBJECT: English language DURATION: 80 Minutes
LESSON TYPE: Summary
LESSON: Chart summary
METHODS: Teacher’s exposition, group work, question and answer
REFERENCE: MK English pupils’ book grade 8, pg 184
T/L AIDS: text books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Read the given passage with little difficulties
2. Discuss the given passage
3. Fill in the organization chart of CICO
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
Pre- Reading Revision on Note summary Revision on note summary 5
(brainstormin
g)

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 discuss
summary the passage in their groups
-Select words that provide the
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 them to individually fill in Fill in the organization chart of
the organization chart of CICO CICO
on pages 182- 184
Hand in their books for
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:
SUBJECT: English Language DURATION: 80 minutes
LESSON TYPE: Composition
LESSON: descriptive composition- Description of a person
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK English grade 8 page 130; Teacher’s own materials
T/L AIDS: Flip chart,
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Write a recommendable descriptive composition
2. Use adjective and adverbs correctly
3.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME

INTRO: Ask learners some learners to Two or three learners describe 10

brainstormi describe their friends orally. their friends
ng
Introduce the topic by writing it on Copy the topic in their exercise
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:
SUBJECT: English Language DURATION: 80 minutes
LESSON TYPE: Composition
LESSON: descriptive composition- Description of an Animal
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: progress in English grade 8 page 130; Teacher’s own materials
T/L AIDS: Flip chart,
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Write a recommendable descriptive composition
2. Use adjective and adverbs correctly
3.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
INTRO: Ask learners some learners to Two or three learners describe 10
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
Written Tell the learners to write a well Write their own descriptive
practice detailed composition. composition by describing a
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:
SUBJECT: English Language DURATION: 80 minutes
LESSON TYPE: Composition
LESSON: descriptive composition- Description of an Object
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK English grade 8 page 130; Teacher’s own materials
T/L AIDS: Flip chart,
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Write a recommendable descriptive composition
2. Use adjective and adverbs to describe an object
3.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
INTRO: Ask learners some learners to any Two or three learners describe 10
brainstor object orally. the object of their choice
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 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
Para 5. Conc. Express personal
wish or view on the object
Written Tell the learners to write a well Write their own descriptive
practice detailed description of an object. composition by describing an
object

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:
SUBJECT: English Language DURATION: 80 minutes
LESSON TYPE: Composition
LESSON: descriptive composition- Description of the Event
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK English grade 8 page 130; Teacher’s own materials
T/L AIDS: Flip chart,
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Write a recommendable descriptive composition
2. Use adjective and adverbs to describe an event
3.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
INTRO: Ask learners to describe any event Two or three learners describe 10
brainstor they attended orally. the event they attended orally
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 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
Written Tell the learners to write a well Write their own descriptive
practice detailed composition. composition by describing a
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:
SUBJECT: English Language DURATION: 80 minutes
LESSON TYPE: Composition
LESSON: Guided Narrative
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK in English grade 8 page 130; Teacher’s own materials
T/L AIDS: Flip chart,
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Write a recommendable narrative composition
2. Present the ideas in chronological order
3.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
INTRO: Ask learners to orally tell their Two or three learners tell their 10
brainstor favorite story own stories orally
ming Introduce the topic by writing it on Copy the topic in their exercise
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.
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:
SUBJECT: English Language DURATION: 80 minutes
LESSON TYPE: Composition
LESSON: Report Writing
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK in English grade 8 page 130; Teacher’s own materials
T/L AIDS: Flip chart,
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Write a recommendable report
2. Present the ideas in chronological order
3. Use the correct tense in their report
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
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

Conclusio Go through the main points of the Make corrections

n lesson

EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
SUBJECT: English Language DURATION: 80 minutes
LESSON TYPE: Composition
LESSON: Formal Letter- Letter to the Press
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK in English grade 8 page 130; Teacher’s own materials
T/L AIDS: Flip chart,
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Write a recommendable formal letter
2. Follow the structure of a formal letter.
3.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
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

Hand in their books for marking

Collect the books for marking
Conclusio Go through the main points of the Make corrections
n lesson

EVALUATION:
LESSON PLAN
SCHOOL: DATE:
TR’S NAME: TIME:
SUBJECT: English Language DURATION: 80 minutes
LESSON TYPE: Composition
LESSON: Filling in Forms
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK in English grade 8 page 130; Teacher’s own materials
T/L AIDS: Flip chart showing a form, text books
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Fill in the given forms with little difficult.
2.
3.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
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.
Introduce the topic by writing it on
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.

Collect 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:
SUBJECT: English Language DURATION: 80 minutes
LESSON TYPE: Composition
LESSON: un Guided Narrative
METHODS: Teacher’s exposition, individual work, question and answer
REFERENCE: MK in English grade 8 page 130; Teacher’s own materials
T/L AIDS: Flip chart,
SPECIFIC OUTCOMES: Having the teacher taught the lesson, PSBAT:
1. Write a recommendable narrative composition
2. Present the ideas in chronological order
3.
STAGES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES TIME
INTRO: Ask learners to orally tell their Two or three learners tell their own 10
brainstormi favorite story stories orally
ng Introduce the topic by writing it on Copy the topic in their exercise
the board- NARRATIVE books
COMPOSITION
Rule -Narrative compositions are always Copy the teacher’s explanation
explanation written in paragraphs. and ask where necessary.
-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
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.

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.
Correct the books for marking Hand in their books for marking
Conclusion Go through the main points of the Make corrections
lesson

EVALUATION: