Basic 8 English Language Term 1 Week 9 Lesson Plan

Revise with learners on the previous lesson. Share performance indicators with learners and introduce the lesson.

Learners match the printed photographs of local sites and festivals to their approximate locations on the printed Ghana map. They select prompts from the printed description cue cards to organize details about location, appearance, activities and personal experience. In pairs, learners give clear oral descriptions and ask follow-up questions before presenting one place or event to the class.

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.

Revise with learners on the previous lesson. Share performance indicators with learners and introduce the lesson.

Learners read from the Ghanaian short-story book, arrange the printed story-sequence cards, and use the printed character cards to support their discussion of events and characters. Drill learners for correct pronunciation and meaning of the key words. Teach the meaning of the words in context. Have learners take turns to read aloud parts of the prose. Example: The Dilemma of a Ghost Let learners read again, parts of the prose which were not well read. In groups, learners read a story silently and answer questions posed by teacher. Let learners edit/Proofread the writing for sense, meaning and effect (targeted audience reaction).

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.

Revise with learners on the previous lesson. Share performance indicators with learners and introduce the lesson.

Learners read the printed passage about a Ghanaian community, sort and answer the printed question cards, and write evidence-based answers in exercise books with pencils. In groups, learners read a story silently and answer questions posed by teacher. Identify the main idea of the text, which is usually stated in the introduction or conclusion. This will help you focus your answer and keep it relevant to the question. Look for evidence in the text to support your answer. This may include statistics, examples, or quotes from experts. Summarize your answer in a few sentences or bullet points. Make sure your answer is clear, concise, and directly addresses the question. Before submitting your answer, check your work for grammar, spelling, and punctuation errors. Make sure your answer is well organized and easy to read.

Have learners talk about their experiences during the lesson, what they have learnt, and questions they might still have. Teacher leads a discussion to provide responses to learners’ questions.

Revise with learners on the previous lesson. Share performance indicators with learners and introduce the lesson.

Learners observe the colour and pattern of the kente cloth sample, select fitting words from the printed adjective cards, and use them in sentences on the chalkboard with chalk. Guide learners to identify and use descriptive language. Using word and sentence cards, e.g. adjectives and words that appeal to the senses (foggy, creepy, tingling, piercing, tantalizing, stale, bumpy, staggering), figurative language (simile, metaphor, etc.) and adverbs. Before submitting your answer, check your work for grammar, spelling, and punctuation errors. make sure your answer is well organized and easy to read. Guide learners to use adjectives to provide vivid descriptions of participants: - Think about the personality traits that best describe the participant. - Consider the participant's appearance. What do they look like? Are they tall or short? Thin or heavyset? - Describe the participant's behavior or actions. - Use sensory details to bring the participant to life.

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.

Revise with learners on the previous lesson. Share performance indicators with learners and introduce the lesson.

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. Guide learners to identify and use descriptive language. E.g. adjectives and words that appeal to the senses (foggy, creepy, tingling, piercing, tantalizing, stale, bumpy, staggering), figurative language (simile, metaphor, etc.) and adverbs. Learners state their birthdays/dates and write them down using the two formats indicated in the content. (Teacher should check accuracy). Read the text carefully and pay attention to the details. Look for evidence that supports the author's main idea and arguments. assessment Learners in pairs write examples on their own and present to class 1. The diverse and multicultural group of attendees brought a wide range of perspectives and experiences to the discussion. 2. The knowledgeable and experienced professionals provided valuable insights and advice to the audience. 3. The confident and charismatic leader captivated the crowd with their inspiring and motivational speech. Plan and record ideas detailing personal experiences or past events: o Use: - Descriptive details (setting, experiences or series of events).

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.