Basic 7 Ghanaian Language Term 1 Week 8 Lesson Plan

Revise with learners on what was studied in the previous lesson.

Learners arrange the printed birth-order cards from first-born onward, match them with the printed family-member cards, and record the corresponding terms on the chalkboard with chalk. Start by asking learners in turns to mention their local names. Guide learners to state the order of birth of their culture in their local language. E.g. first born, second born, and so on. Relate the names to the order of birth. First born Female - Piesie (Akan); Male - Piesie (Akan) Female - Gogo (Ewe-Peki); Male - Foli (Ewe-Peki) Female - Dede (Dangme); Male - Tete (Dangme) Female - Ayele (Ga); Male - Ayite (Ga)

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson.

Have learners say or sing the alphabet song. Ask learners to identify the two types of letters in the English alphabet? (Answer: consonants and vowels)

Learners name the familiar local objects in the printed pictures, match their sounds to the printed vowel-and-word cards, and practise further examples on the chalkboard with chalk. Write the letters of the alphabet on the board or cardboard. Let learners identify all the vowel sounds in the alphabet. Example: a, e, o, i, u Mention and write some words on the board and guide learners to identify vowels in the words. Let learners produce the vowel sounds in their local language. e.g. /a/, /e/, /ɛ/. etc. have learners mention words in their local language that begins with /a/, /e/, /i/, /o/, /u/ Record and write the vowel sounds of your language on the board or on flash cards. Engage learners to say these tongue twisters to aid them pronounce words with vowel sounds. Example: “A big brown bat bit a big blue bug and made the big blue bug bleed” Guide learners to pronounce vowel sounds correctly in connected speech. Assessment 1. What is a vowel sound? 2. List 10 words that contain a vowel sound. Guide learners to skim through a given passage of about one hundred and fifty words and state the main ideas.

Take feedback from learners and summarize the lesson.

Recap with learners to find out they already know about vowels. Share the performance indicators with learners and introduce the lesson.

Learners read the selected part of the Ghanaian-language storybook, sort the printed main-idea cards from supporting details, and record a short summary in exercise books with pencils. Guide learners to identify the supporting ideas in the passage read. Let learners explain the relationship between the main ideas and supporting ideas and identify the links between them. Have learners to answer recall and inferential questions concerning the text read. Assessment Read the following chapter and answer the comprehension questions in full sentences. On the first morning of Eid after Ahmad came back from the mosque, Miriam told him she had a surprise for him. She gave him the present and he opened it. When he saw the beautiful watch strap, he looked shocked and sad. “What's wrong?” asked Miriam. “Don't you like it? I sold my vase to get it for you.” “I love it,” said Ahmad, “but there is a big problem.” He went to get his shopping bag and took out a big bunch of colorful flowers from the best florist in the city. “I sold my watch to buy these for you and now there is nowhere to put them.” Miriam started laughing and after some time Ahmad laughed too. “Never mind,” he said. “I also bought some special food for today. We can eat that and celebrate. When I get a good job, I'll buy you more flowers, a nice new vase and I'll get myself a new watch too.” 1. What is Eid? 2. What surprise did Miriam have for Ahmad? 3. What did Miriam do to buy the gift for Ahmad? 4. What did Ahmad do to buy the flowers for Miriam? 5. What does the chapter tell us about the two characters?

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson. Take feedback from learners and summarize the lesson.