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 groups Discuss in their groups 5
Reading of five
1. What is oxygen?
2. List five uses of they know

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

-Group the learners into groups of five - Grouped into groups of five 30
Reading and tell them to discuss the passage and discuss the passage
for the -Tell in their groups to identify some - Identify some of the
task of the difficult words and phrases difficulty words
-tell each group to present each - Group leaders present their
difficult word and phrase and have a words and discuss with the
class discussion rest of the class
Tell the learners to individually Individually, answer the 20
answer the comprehension questions comprehension questions on pages
on page 30-31 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 the Listen carefully for comprehension 5
Reading passage for the rest of the class

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

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

Reading identify some of the difficult words difficulty words and phrases
for the and phrases - Group leaders present their
task -tell each group to present each words and discuss with the
difficult word and phrase and have a rest of the class
class discussion
Tell the learners to individually Individually, answer the 30
answer the comprehension questions comprehension questions on pages
on page 33-34 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 groups Discuss in their groups 5
Reading 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 read Take turns when reading the passage 10
Reading the passage

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

Reading identify some of the difficult words difficulty words
for the and phrases - Group leaders present their
task -tell each group to present each words and discuss with the
difficult word and phrase and have a rest of the class
class discussion
Tell the learners to individually Individually, answer the 20
answer the comprehension questions comprehension questions on pages
on page 38-39 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 read Take turns when reading the passage 10
Reading the passage

-Group the learners into groups of five - Grouped into groups of five 30
Reading and tell them to discuss the passage and discuss the passage
for the -Tell the learners in their groups to - Identify some of the
task identify some of the difficult words difficulty words and phrases
and phrases - Group leaders present their
-tell each group to present each words and discuss with the
difficult word and phrase and have a rest of the class
class discussion
Tell the learners to individually Individually, answer the 20
answer the comprehension questions comprehension questions on pages
on page 41-43 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 picture 1. Hunter 5
Reading on page 45 of their textbooks and 2. Dogs
explain what they think is happening 3. Antelope

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

-Group the learners into groups of five - Grouped into groups of five 30
Reading and tell them to discuss the passage and discuss the passage
for the -Tell the learners in their groups to - Identify some of the
task identify some of the difficult words difficulty words and phrases
and phrases - Group leaders present their
-tell each group to present each words and discuss with the
difficult word and phrase and have a rest of the class
class discussion
Tell the learners to individually Individually, answer the 20
answer the comprehension questions comprehension questions on pages
on page 46-48 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 picture State what they see on the picture 5
Reading and state what they see Discuss with a partner what cause
Tell the learners share with their road accidents
partners what cause road accidents.

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

-Group the learners into groups of five - Grouped into groups of five 30
Reading and tell them to discuss the passage and discuss the passage
for the -Tell the learners in their groups to - Identify some of the
task identify some of the difficult words difficulty words and phrases
and phrases - Group leaders present their
-tell each group to present each words and discuss with the
difficult word and phrase and have a rest of the class
class discussion
Tell the learners to individually Individually, answer the 20
answer the comprehension questions comprehension questions on pages
on page 50-51 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 read Take turns when reading the passage 10
Reading the passage

-Group the learners into groups of five - Grouped into groups of five 30
Reading and tell them to discuss the passage and discuss the passage
for the -Tell in their groups to identify some - Identify some of the
task of the difficult words and phrases difficulty words
-tell each group to present each - Group leaders present their
difficult word and phrase and have a words and discuss with the 20
class discussion rest of the class

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 story Read the play and take up the roles 10
Reading and share the roles
1. Enoma
2. Isoken
3. Uyi
4. Adesuya
5. messeger

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

-Group the learners into groups of five - Grouped into groups of five 30
Reading and tell them to discuss the play and discuss the
for the -Tell the learners in their groups to - Identify some of the
task identify some of the difficult words difficulty words and phrases
and phrases
-tell each group to take up roles in the - Take up the roles in the play 20
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 read Take turns when reading the passage 10
Reading the passage

-Group the learners into groups of five - Grouped into groups of five 30
Reading and tell them to discuss the passage and discuss the passage
for the -Tell the learners in their groups to - Identify some of the
task identify some of the difficult words difficulty words and phrases
and phrases - Group leaders present their
-tell each group to present each words and discuss with the
difficult word and phrase and have a rest of the class
class discussion
Tell the learners to individually Individually, answer the 20
answer the comprehension matching comprehension questions on pages
questions on page 77 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 read Take turns when reading the passage 10
Reading the passage

-Group the learners into groups of five - Grouped into groups of five 30
Reading and tell them to discuss the passage and discuss the passage
for the -Tell the learners in their groups to - Identify some of the
task identify some of the difficult words difficulty words and phrases
and phrases - Group leaders present their
-tell each group to present each words and discuss with the
difficult word and phrase and have a rest of the class
class discussion
Tell the learners to individually Individually, answer the 20
answer the comprehension matching comprehension questions on pages
questions on page 81 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 picture Give out their views on what they 5
Reading on 83 and explain what they see see

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

-Group the learners into groups of five - Grouped into groups of five 30
Reading and tell them to discuss the passage and discuss the passage
for the -Tell the learners in their groups to - Identify some of the
task identify some of the difficult words difficulty words and phrases
and phrases - Group leaders present their
-tell each group to present each words and discuss with the
difficult word and phrase and have a rest of the class
class discussion
Tell the learners to individually Individually, answer the 20
answer the True/False questions on comprehension questions 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 picture Give out their views on what they 5
Reading on 84 and explain what they see see

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

-Group the learners into groups of five - Grouped into groups of five 30
Reading and tell them to discuss the passage and discuss the passage
for the -Tell the learners in their groups to - Identify some of the
task identify some of the difficult words difficulty words and phrases
and phrases - Group leaders present their
-tell each group to present each words and discuss with the
difficult word and phrase and have a rest of the class
class discussion
Tell the learners to individually Individually, answer the 20
answer the True/False questions on comprehension questions 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 read Take turns when reading the passage 10
Reading the passage

-Group the learners into groups of five - Grouped into groups of five 30
Reading and tell them to discuss the passage and discuss the passage
for the -Tell the learners in their groups to - Identify some of the
task identify some of the difficult words difficulty words and phrases
and phrases - Group leaders present their
-tell each group to present each words and discuss with the
difficult word and phrase and have a rest of the class
class discussion
Tell the learners to individually Individually, answer the 20
answer the True/False questions on comprehension questions 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 TIM
E

INTRO: Tell the learners to define contraction

Expected answer: 5
brainstormi and give examples A grammatical way of cutting
ng 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
explanation three and read the dialogue, and tell take turns in their group while
them to observe the contraction forms reading the dialogue
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

Conclusio Read the dialogue loudly for the Listen carefully as the teacher
n 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

brainstormin
g Ask learners to list the types of tenses Expected answers: present simple,
they know past simple, future, present
continuous, past continuous, present
perfect, past perfect, etc
Introduce the topic by writing it on the Copy the topic in their exercise books
board: PRESENT SIMPLE TENSE

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 practice -Tell the learners to construct their own -construct their own sentences orally 10
sentences orally using the learnt structure
 -Listen carefully and correct their errors - make corrections

Written Tell the learners’ to answer the exercise Copy the instructions and answer the
practice on page 144 of the MK English 8 exercise on page 144
15
Go round and mark Hand in their books for marking

Conclusion Go through the main points of the lesson Make corrections 2

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

brainstormin
g Ask learners to list the types of tenses Copy the topic in their exercise books
they know

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 practice -Tell the learners to construct their own -construct their own sentences orally 10
sentences orally using the learnt structure

-Listen carefully and correct their errors - make corrections

Written Tell the learners’ to answer the exercise Copy the instructions and answer the
practice on page 145 of the MK English 8 exercise on page 145
15
Go round and mark Hand in their books for marking

Conclusion Go through the main points of the lesson Make corrections 2

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

brainstormin
g Introduce the topic by writing it on the Copy the topic in their exercise books
board: PAST SIMPLE TENSE

Rule The past simple tense is used to: Listen carefully to the teacher’s 10
explanation i)to express an action that was started explanations and examples
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 practice -Tell the learners to construct their own -construct their own sentences orally 10
sentences orally using the learnt structure

-Listen carefully and correct their errors - make corrections

Written Tell the learners’ to answer the exercise Copy the instructions and answer the
practice on page 147, 148 of the MK English 8 exercise on page 147,148
15
Go round and mark Hand in their books for marking

Conclusion Go through the main points of the lesson Make corrections 2

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
brainstormin
g Introduce the topic by writing it on the Copy the topic in their exercise books
board: PAST CONTINUOUS 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 the
Example: 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 practice -Tell the learners to construct their own -construct their own sentences orally 10
sentences orally using the learnt structure
 -Listen carefully and correct their errors - make corrections

Written Tell the learners’ to answer the exercise Copy the instructions and answer the
practice on page 148 – 149 of the MK English 8 exercise on page 149
15
Go round and mark Hand in their books for marking

Conclusion Go through the main points of the lesson Make corrections 2

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

brainstormin
g Introduce the topic by writing it on the Copy the topic in their exercise books
board: PRESENT PERFECT TENSE

Rule The present perfect tense is used to Listen carefully to the teacher’s 10
explanation describe an action that started in the past explanations and examples
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 practice -Tell the learners to construct their own -construct their own sentences orally 10
sentences orally using the present perfect using the learnt structure
tense correctly.
- make corrections
-Listen carefully and correct their errors
Written Tell the learners’ to answer the exercise Copy the instructions and answer the
practice on page 153, 1454 of MK English 8 exercise on page 153, 154
15
Go round and mark Hand in their books for marking

Conclusion Go through the main points of the lesson Make corrections 2

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

brainstormin
g Introduce the topic by writing it on the Copy the topic in their exercise books
board: PRESENT PERFECT
CONTINUOUS TENSE

Rule The present perfect Continuous tense is Listen carefully to the teacher’s 10
explanation used to talk about an action that started explanations and examples
in the past and is continuing now. This is
Example: 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 practice -Tell the learners to construct their own -construct their own sentences orally 10
sentences orally using the present perfect using the learnt structure
tense correctly.
- make corrections
-Listen carefully and correct their errors
Written Tell the learners’ to answer the exercise Copy the instructions and answer the
practice on page 156, 157 of MK English 8 exercise on page 156, 157
15
Go round and mark Hand in their books for marking

Conclusion Go through the main points of the lesson Make corrections 2

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

brainstormin
g Introduce the topic by writing it on the Copy the topic in their exercise books
board: POSSESSIVE FORMS OF
NOUNS

Rule The possessive form is used with nouns Listen carefully to the teacher’s 10
explanation to show ownership or belongingness. explanations and examples
i)the possessive form of singular nouns
is done by adding an apostrophe and (s)
at the end of the noun.
1. The cat’s bowl. (The bowl
Example: 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 practice -Tell the learners to construct their own -construct their own sentences orally 10
sentences orally using the present perfect using the learnt structure
tense correctly.
- make corrections
-Listen carefully and correct their errors
Written Tell the learners’ to answer the exercise Copy the instructions and answer the
practice on page 158-159 of MK English 8 exercise on page 158-159
15
Go round and mark Hand in their books for marking

Conclusion Go through the main points of the lesson Make corrections 2

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

brainstorming
Introduce the topic by writing it on the Copy the topic in their exercise books
board: POSSESSIVE FORMS OF
NOUNS

Rule Countable nouns are for things we can Listen carefully to the teacher’s 10
explanation count. They have a singular and a plural explanations and examples
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
1. Five dollars.
Example: 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 own -construct their own sentences orally 10
sentences orally using the present perfect using the learnt structure
tense correctly.
- make corrections
-Listen carefully and correct their errors
Written Tell the learners’ to answer the exercise Copy the instructions and answer the
practice on page 160-161 of MK English 8 exercise on page 160-161
15
Go round and mark Hand in their books for marking

Conclusion Go through the main points of the lesson Make corrections 2

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
brainstorming Introduce the topic by writing it on the
board: DETERMINERS Copy the topic in their exercise books
Rule A determiner is used to modify a noun. Listen carefully to the teacher’s 10
explanation Determiners come before a noun or noun explanations and examples
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.
1. He used the pen to write a letter.
Example: 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 own -construct their own sentences orally 10
sentences orally using the present perfect using the learnt structure
tense correctly. - make corrections
-Listen carefully and correct their errors
Written Tell the learners’ to answer the exercise Copy the instructions and answer the
practice on page 165-166 of MK English 8 exercise on page 165-166
15
Go round and mark Hand in their books for marking

Conclusion Go through the main points of the lesson Make corrections 2

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, adverbs Revision on nouns, adjectives and 3
brainstorming adverbs
Introduce the topic by writing it on the
board: INTENSIFIERS Copy the topic in their exercise 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 of the sentence.
Example: 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 own -construct their own sentences orally 10
sentences orally using the present perfect using the learnt structure
tense correctly. - make corrections
-Listen carefully and correct their errors
Written Tell the learners’ to rewrite the exercise Copy the instructions and answer the
practice on page 167 of MK English 8 exercise on page 167
15
Go round and mark Hand in their books for marking
Conclusion Go through the main points of the lesson Make corrections 2

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
brainstorming Introduce the topic by writing it on the
board: COORDINATORS Copy the topic in their exercise books
Rule Coordinators are parts of speech that join Listen carefully to the teacher’s 10
explanation words, phrases or clauses together. explanations and examples
Different coordinators play different
roles in sentences: FANBOYS
FOR: presents an explanation,
consequence or cause-
Example: 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 own -construct their own sentences orally 10
sentences orally using the contractions using the learnt structure
correctly. - make corrections
-Listen carefully and correct their errors
Written Tell the learners’ to answer the exercise Copy the instructions and answer the
practice on page 169 of MK English 8 exercise on page 169
15
Go round and mark Hand in their books for marking

Conclusion Go through the main points of the lesson Make corrections 2

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
brainstorming Introduce the topic by writing it on 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 make explanations and examples
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 own -construct their own sentences orally 10
sentences orally using the present perfect using the learnt structure
tense correctly. - make corrections
-Listen carefully and correct their errors
Written Tell the learners’ to answer the exercise Copy the instructions and answer the
practice on page 175 of MK English 8 exercise on page 175
15
Go round and mark Hand in their books for marking

Conclusion Go through the main points of the lesson Make corrections 2

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
brainstorming Observe the use of because, as, since school
Introduce the topic by writing it on the
board: REASON Copy the topic in their exercise 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
because/since/as she wants to
Example: gain knowledge.

Oral practice -Tell the learners to construct their own -construct their own sentences orally 10
sentences orally using the present perfect using the learnt structure
tense correctly. - make corrections
-Listen carefully and correct their errors
Written Tell the learners’ to rewrite each pair of Copy the instructions and answer the
practice sentences into one as directed 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 lesson Make corrections 2

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
brainstorming eating.
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 that Listen carefully to the teacher’s 10
explanation follows as a consequence of another explanations and examples
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 this
Example: reason/ as a result/ consequently/
so, all the pupils liked him.
Oral practice -Tell the learners to construct their own -construct their own sentences orally 10
sentences orally using the present perfect using the learnt structure
tense correctly. - make corrections
-Listen carefully and correct their errors
Written Tell the learners’ to answer the exercise Copy the instructions and answer the
practice on page 179 of MK English 8 exercise on page 179
15
Go round and mark Hand in their books for marking

Conclusion Go through the main points of the lesson Make corrections 2

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 what Demonstrate what they do when 5
brainstorming they do when they want to ask they want to find out something
something from the teacher in from the teacher
classroom.

Rule Tell the learners to be in pairs and Grouped into group of three and 20
explanation read the dialogue. 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 what Demonstrate what they do when 5
brainstorming they do when they make mistake they make mistake

Rule Tell the learners to be in pairs and Grouped into group of three and 20
explanation read the dialogue. 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 what Demonstrate what they do when 5
brainstorming they when they want to go to the they want to go to the toilet
toilet

Rule Tell the learners to be in pairs and Grouped into group of three and 20
explanation read the dialogue. 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 the Expected answer: 5
(brainstorming) main two types of summaries Note and prose summaries

While Reading Tell the learners to take turns and Take turns when reading the 20
read the passage passage

-Group the learners into groups of - Grouped into groups of 40

Reading for the five and tell them to discuss the five and discuss the
task 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 their
-Select words that provide the 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 note their groups
summary on page 180
- tell them to individually write a Write a note summary of
continuation of a note summary the passage on page 32,
on pg 32, 180 180.

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 lesson Revision on the previous lesson 5
(brainstorming on note summary on note summary
)

While Reading Tell the learners to take turns Take turns when reading the 20
and read the passage passage

-Group the learners into groups of 40

Reading for the five and tell them to discuss the
task passage - Grouped into groups of
Tell the learners to give only the five and discuss the
main facts of the text in the passage
summary
-Select words that provide the Take turns, read and discuss the
content of the text. These are the passage in their groups
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 Choose the best summary of the
 the best summary on pg 44, 182 passage on page 44, 180.

Go round and mark the exercise Hand in their books for marking

Post- Reading Go through the passage and Make corrections 10

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
(brainstorming)

While Reading Tell the learners to take turns and Take turns when reading the 20
read the passage passage

-Group the learners into groups of - Grouped into groups of 40

Reading for the five and tell them to discuss the five and discuss the
task passage passage
Tell the learners to give only the
main facts of the text in the Take turns, read and discuss the
summary 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 on CICO
pages 182- 184
Hand in their books for marking
 Go round and mark the exercise
Post- Reading Go through the passage and the Make corrections 10
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 describe Two or three learners describe their 10
brainstormin their friends orally. friends
g
Introduce the topic by writing it on the Copy the topic in their exercise books
board

Rule -A descriptive composition gives a Copy the teacher’s explanation and

explanation picture of what somebody or something ask where necessary.
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 detailed Write their own descriptive
practice composition. composition by describing a person

Conclusion Go through the main points of the lesson Make corrections

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
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 Revision on the previous lesson on Copy the teacher’s explanation and
explanation the description of the person ask where necessary.

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
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 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 the 10
brainstormi object orally. object of their choice
ng Introduce the topic by writing it on Copy the topic in their exercise
the board books
Rule Revision on the previous lesson on Copy the teacher’s explanation and
explanation the description of the person ask where necessary.

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
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 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 the 10
brainstormi they attended orally. event they attended orally
ng Introduce the topic by writing it on Copy the topic in their exercise
the board books
Rule Revision on the previous lesson on Copy the teacher’s explanation and
explanation the description of the person ask where necessary.

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
Give place as well.
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
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: 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
brainstormi favorite story own 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 and
explanation written in paragraphs. 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:

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
brainstormi Introduce the topic by writing it on Copy the topic in their exercise
ng the board- REPORT WRITING books
Rule -to write a report, you must Copy the teacher’s explanation and
explanation 1. Title: use titles (and subtitles) to ask where necessary.
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.

Give Read the report on page 41-42 Listen carefully and identify
examples features of a report
Written Tell the learners to write a report on Copy the instructions and the
practice the school debate program question.
Write a well detailed report.
Collect the books for marking Hand in their books for marking

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: 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 they 10
brainstormi written any letter before had written letters before and give
ng Introduce the topic by writing it on some common features of a letter.
the board- LETTER TO THE Copy the topic in their exercise
EDITOR books
Rule -FEATURES OF A FORMAL Copy the teacher’s explanation and
explanation LETTER ask where necessary.
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
concerned resident and your name
Give
examples Show a chart showing an example of
the letter to the editor
Written Tell the learners to copy the question Copy the instructions and the
practice the progress in English 9 page 63 question.
Write a letter to the editor

Collect the books for marking Hand in their books for marking
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: 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 ask Give their views on whether they 10
 brainstormi them whether they have ever filled in have ever filled in any form.
ng an form
Introduce the topic by writing it on Copy the topic in their exercise
the board- FILLING IN FORMS books
Rule -Tell the learners that it is very Copy the teacher’s explanation and
explanation important to that they fill in forms ask where necessary.
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.

Give Display a chart that has the form and Fill in the form on the chart with
examples fill it with the learners the teacher

Written Give the learners a copy each of the Fill in the given forms accurately
practice form to fill in as an exercise and neatly.

Collect the books for marking Hand in their books for marking

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: 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 favorite Two or three learners tell their own 10
brainstormi story stories orally
 ng Introduce the topic by writing it on the Copy the topic in their exercise books
board- NARRATIVE COMPOSITION
Rule -Narrative compositions are always Copy the teacher’s explanation and
explanation written in paragraphs. 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 by
using words such as then, afterwards,
Give next, however and as a result.
examples -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 detailed Copy the instructions and the
practice composition on the imaginary journey question.
you made into space. Imagine you were Write a well detailed narrative
stranded while you were in space, but composition.
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: