DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
1. CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
2. MAIN COMPETENCE
1.0 Demonstrate mastery of principles of English language
3. SPECIFIC COMPETENCE
1.1 Demonstrate understanding of the basic principles and usage of English language (e.g., syntax, pronunciation, grammar, etc.)
4. MAIN ACTIVITY
(a) Construct sentences (complex, compound, etc.) by observing subject-verb agreement and appropriate word order in oral and written communications
5. SPECIFIC ACTIVITY
Simple sentence construction with subject-verb agreement
6. TEACHING/LEARNING RESOURCE
Dictionaries, oral and written texts on various fields for sentence construction
REFERENCES: T.I.E (2024) Academic Communication for Advanced Secondary Schools Student’s Book Form Six, Dar-es-Salaam
|
Stage |
Time |
Teacher's Activities |
Learners' Activities |
Assessment Criteria |
|
Introduction |
10 |
Introduce lesson through brainstorming and examples of sentence construction. |
Identify prior knowledge and respond to questions. |
Learners identify concepts related to simple sentence construction with subject-verb agreement. |
|
Competence Development |
30 |
Guide learners through TIPS activities and dialogues on simple sentence construction with subject-verb agreement. |
Construct sentences and participate in discussions. |
Learners correctly demonstrate simple sentence construction with subject-verb agreement skills. |
|
Design |
20 |
Organize pair/group tasks involving simple sentence construction with subject-verb agreement. |
Collaborate to construct and present sentences. |
Learners effectively perform tasks related to simple sentence construction with subject-verb agreement. |
|
Realizations |
20 |
Assess using oral exercises, written tasks and presentations. |
Complete assessment activities and reflect on learning. |
Learners accurately attain competencies in simple sentence construction with subject-verb agreement. |
REMARKS :
--REMARKS TO WRITTEN HERE-- |
DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
1. CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
2. MAIN COMPETENCE
1.0 Demonstrate mastery of principles of English language
3. SPECIFIC COMPETENCE
1.1 Demonstrate understanding of the basic principles and usage of English language (e.g., syntax, pronunciation, grammar, etc.)
4. MAIN ACTIVITY
(a) Construct sentences (complex, compound, etc.) by observing subject-verb agreement and appropriate word order in oral and written communications
5. SPECIFIC ACTIVITY
Compound sentence construction
6. TEACHING/LEARNING RESOURCE
Dictionaries, oral and written texts on various fields for sentence construction
REFERENCES: T.I.E (2024) Academic Communication for Advanced Secondary Schools Student’s Book Form Six, Dar-es-Salaam
|
Stage |
Time |
Teacher's Activities |
Learners' Activities |
Assessment Criteria |
|
Introduction |
10 |
Introduce lesson through brainstorming and examples of sentence construction. |
Identify prior knowledge and respond to questions. |
Learners identify concepts related to compound sentence construction. |
|
Competence Development |
30 |
Guide learners through TIPS activities and dialogues on compound sentence construction. |
Construct sentences and participate in discussions. |
Learners correctly demonstrate compound sentence construction skills. |
|
Design |
20 |
Organize pair/group tasks involving compound sentence construction. |
Collaborate to construct and present sentences. |
Learners effectively perform tasks related to compound sentence construction. |
|
Realizations |
20 |
Assess using oral exercises, written tasks and presentations. |
Complete assessment activities and reflect on learning. |
Learners accurately attain competencies in compound sentence construction. |
REMARKS :
--REMARKS TO WRITTEN HERE-- |