b) Tell them that they would learn more about the types of information in the dictionary. 2. Have students write notes on informal letters. 3. Gathers learners and asks them to write informal letters in the specified format. OBJECTIVE: By the end of the lesson, the learner should be able to: (b) Explain how to search for specific information. . . . RESOURCES T/L: Poster, blackboard demonstration of sitting postures. . (b) Defines the final punctuation marks in the appropriate places. .

a) Master the rules of spelling of participle verbs in the present and past. . (b) Use common and proper nouns in your own sentences. . 4. Asks students to identify design flaws in the passageway. . REFERENCES: Secondary English Bk 1 Pg 60-62Teacher`s guides. c) Explain to learners the type of libraries that exist […] T/L RESOURCES: Image on the student`s book(s) dictionaries for reference. .

T/L RESOURCES: Diagram with common and proper names. . (b) Ask learners to identify common names and proper names … 4. Brings learners together. Give them another poem and tell them to identify the character in the poem. 3.Tell them that they are about to learn how to write a narrative composition 2. Have students put a comma appropriately in certain sentences.

. a) Understand the need to develop good oral reading skills. . SCHOOL: __________ . (c) Tell students the passage they are about to read and ask them to open their course books. . 3. Brings learners together. Tell them to specify intonation in sentences.

. (b) Show appreciation for the fact that intonation contributes to meaning. . . . ABILITY/SUBJECT: LISTENING AND SPEAKING/ Oral literature 3. Specifies where commas should appear. 3.

Ask learners to read it using the techniques explained and identify the main points as well as the support material… 3. Encourages learners to make problematic sounds. . b) Asks learners to identify the continuous aspect in sentences. . b) Give them the reasons for the incorrect spelling of words…. T/L RESOURCES: Sets of examples with design flaws 3. Groups learners. Ask learners a question.

Invites learners to read a specific text aloud. . c) Follow the steps outlined in writing an imaginative composition. 3. Ask learners to spell each word when marking each other… 4.Summarizes how to overcome the problem of problematic sounds. b) Correctly use the continuous and perfect aspects. .

2. Have students construct sentences correctly. Head Start English Bk 1, New Integrated English Bk 1, Teacher`s Guides. . 2. Ask students to list the elements of a narrative composition. 4. Ask students to say where commas should be placed. (b) Tell them that they would learn to develop good silent reading techniques. 2. Explains how to read a particular text aloud. .

T/L RESOURCES: Diagram with regular and irregular verbs in the simple past tense. . 4. Identifies new words and asks students to indicate their meaning and use in each of their own words. . T/L RESOURCES: Diagram with continuous aspect in sentences… 4. Have learners read part of the narrative composition aloud. (b) Tells learners that they will learn to write with good writing. (b) Tell learners that they will learn the stories of tricksters. . c) Tell them that they will learn common names and proper nouns […] a) Identify the characteristics of a trickster story.

. 4. Gathers learners and produces the document with a paragraph. 3. Gathers learners and gives them a passage. Ask them to use commas in the right places in the passage… b) Form the past tense of regular and irregular verbs. .

. . . 3. Brings learners together. Give learners an example of a trickle story. Ask learners to identify the characteristics of a trickster story. . 2.

Explains more examples of concrete and abstract names. a) Correctly use appropriate intonation in sentences. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________. . . . . . . . T/L RESOURCES: Posters with often confusing words.

5.Show students the flashcards and ask them to write the word with a different pronunciation, using a single sound, taking into account the sounds examined. 2. Identifies the keywords in the poem and explains their meaning. 2. Explains how to use accent in sentences and what dictates when to use ascending or descending intonation. . 2. Explains the features and functions of a puzzle.

. 4. Summarizes the points to consider when preparing for silent playback. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. . . . . . . 3. Brings learners together.

Ask them to write a narrative composition on the given theme. 3. Displays the table with common and proper names. . T/L RESOURCES: Diagram with a minimum of pairs of sounds /l/ and /r/ 4. Specifies the meaning of words and uses them in their own sentences. . b) Explains other examples of continuous aspects in sentences. . .

. 2. Ask learners to write them down in their workbooks. . 3. Groups learners into two parts. Gives learners a proposal for debate. Invites learners to discuss the application according to the procedure described. 3. Ask learners to give more examples of minimum pairs of /i/ and /I/. .

. . 2. Invite students to share the passage in their own words. . (b) Issuance of a document containing the different areas of a library. . . .