Ghana curriculum lesson note

Basic 7 English Language Term 1 Week 4 Lesson Plan

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Week 4: Lesson Plan
Subject: English Language
Class: Basic 7

Component 1

Conversation/Everyday Discourse

Topic: Formal and Informal Register

Strand: Oral LanguageSub-strand: Conversation/Everyday Discourse
Indicator: B7.1.1.1.1 - Use appropriate register in everyday communication (informal and formal) with diverse partners on grade-level topics/texts/issuesContent Standard: B7.1.1.1 - Demonstrate use of appropriate language orally in specific situations
Performance Indicator: Learners can interact in given formal situations using appropriate vocabulary for varied themesT.L.R.(s): Printed photographs of familiar Ghanaian settings, Printed dialogue cards, Locally made role-play props
Phase 1: Starterpreparing the brain for learning
. Use ‘Good morning’ if the lesson is in the morning and ‘Good afternoon’ if the lesson is in the afternoon. Introduce yourself and write your name on the board (if possible).
Phase 2: Mainnew learning including assessment
Learners study the printed photographs of familiar Ghanaian settings, select suitable expressions from the printed dialogue cards, and use the locally made role-play props to practise the conversation. Engage learners in a formal conversation situation. E.g. a conversation between a market stallholder and a customer. Share roles among learners to take up the conversation. I Example: Guide learners to use appropriate language to participate in formal interactions.
Phase 3plenary / reflections
from learners what they have learnt during the lesson. Take feedback from learners and summarize the lesson.

Component 2

Pronouns

Topic: Using Pronouns Accurately

Strand: GrammarSub-strand: Pronouns
Indicator: B7.3.1.1.2 - Use types of pronouns accurately in speaking and textsContent Standard: B7.3.1.1 - Apply the knowledge of word classes and their functions in Communication
Performance Indicator: Learners can use pronouns appropriately in speech and in writingT.L.R.(s): Locally made puppets, Printed pronoun cards, Chalkboard and chalk
Phase 1: Starterpreparing the brain for learning
Revise and ask learners to mention some examples of possessive pronouns. Paste a puzzle on the board and ask learners to find the pronouns in it.
Phase 2: Mainnew learning including assessment
Learners use the locally made puppets as speakers and referents, replace their names with words from the printed pronoun cards, and write correct examples on the chalkboard with chalk. Let learners know that those words are known as reflexive pronouns. Guide learners to use and identify reflexive pronouns in sentences. Example: Encourage learners to use reflexive pronouns in speech and in sentences. Guide learners to use pronouns in contextual sentences. Using word and sentence cards, underline the pronouns in the following sentences.
Phase 3plenary / reflections
from learners what they have learnt during the lesson. Take feedback from learners and summarize the lesson.

Component 3

Narrative Writing

Topic: Writing Personal Narratives

Strand: WritingSub-strand: Narrative Writing
Indicator: B7.4.2.1.1 - Write personal narratives using effective techniques incorporating descriptive details and logical event sequencesContent Standard: B7.4.2.1 - Develop, organize and express ideas coherently and cohesively in writing for a variety of purposes (description, narration, exposition/information and persuasion), audiences and contexts
Performance Indicator: Learners can write narratives of personal experiences about the past.T.L.R.(s): Ghanaian storybook, Printed local-scene photograph, Exercise books and pencils
Phase 1: Starterpreparing the brain for learning
Introduce yourself and write your name on the board (if possible). Write ‘A C D’ at the top of the board.
Phase 2: Mainnew learning including assessment
Learners examine how the Ghanaian storybook is organised, use the printed local-scene photograph as a story prompt, and draft their own narrative in exercise books with pencils.
In pairs, learners pick out important points/ideas in
the narrative and write them down. Have learners to arrange points/ideas in a logical order in paragraphs, working in pairs. assessment Students write a narrative on incidents/events that have taken place in school or at home Ask questions to form ideas.
Phase 3plenary / reflections
Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson. Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson.

Component 4

Comprehension

Topic: Prediction Strategies

Strand: ReadingSub-strand: Comprehension
Indicator: B7.2.1.1.2 - Use prediction to assess and improve understanding of textsContent Standard: B7.2.1.1 - Demonstrate increasing confidence and enjoyment in independent reading
Performance Indicator: Learners can access the understanding of text through predictionT.L.R.(s): Ghanaian picture storybook, Printed story-sequence cards, Exercise books and pencils
Phase 1: Starterpreparing the brain for learning
. Use ‘Good morning’ if the lesson is in the morning and ‘Good afternoon’ if the lesson is in the afternoon. Introduce yourself and write your name on the board (if possible).
Phase 2: Mainnew learning including assessment
Learners preview the cover and illustrations of the Ghanaian picture storybook and use the printed story-sequence cards to predict the characters, setting and likely events. They record a prediction and textual or visual reason in exercise books with pencils. During reading, learners pause to confirm or revise predictions and arrange the sequence cards to match the completed story.
Phase 3plenary / reflections
from learners what they have learnt during the lesson. Take feedback from learners and summarize the lesson.

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More Basic 7 English Language Term 1 Lessons

Week 1Sub-strand: Conversation/Everyday DiscourseWeek 2Sub-strand: Conversation/Everyday DiscourseWeek 3Sub-strand: Listening ComprehensionWeek 4 (current)Week 5Sub-strand: Conversation/Everyday DiscourseWeek 6Sub-strand: Listening ComprehensionWeek 7Sub-strand: Conversation/Everyday DiscourseWeek 8Sub-strand: Conversation/Everyday DiscourseWeek 9Sub-strand: Speech SoundsWeek 10Sub-strand: Speech SoundsWeek 11Sub-strand: Conversation/Everyday DiscourseWeek 12Sub-strand: Conversation/Everyday Discourse