Basic 9 English Language Term 1 Week 3 Lesson Plan

Play two recordings for learners: one of a casual conversation between friends and another of a formal news broadcast.

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. Instruct each group to create two short skits on their given topic: one using a formal register and the other using an informal register. The other student starts a spontaneous conversation with them. Mid-conversation, call out "switch!" The student should then switch their register (from formal to informal or vice versa). Observe how well they adapt to using the appropriate register for the character and situation. Discuss as a class why they chose their specific text and what they hope to gain from it (either enjoyment, knowledge, or both).

Discuss the importance of using the correct register. Highlight situations where it might be inappropriate or even disrespectful to use an informal register. Discuss the nuances and cues that help us determine which register to use.

Ask learners: “Which paragraph is easier to read and understand? Why?”

Learners read the Ghanaian storybook and the printed passage about a Ghanaian community, then record the target ideas or reading responses in exercise books with pencils. Divide learners into groups. Assign each group a topic or issue (e.g., planning a school event, discussing a book they’ve read, a debate on school uniforms). Discuss as a class why they chose their specific text and what they hope to gain from it (either enjoyment, knowledge, or both). Discuss the importance of having a purpose when reading. Whether it's to gather information for a project, understand a story's plot, or simply for enjoyment. Introduce learners to various reading comprehension strategies such as summarizing, predicting, questioning, and connecting. Using word and sentence cards, read aloud a dialogue from a play or narrative where what a character says about themselves contrasts with what others say about them.

Highlight the importance of setting purposes and using strategies to enhance comprehension.

Display sentences on the board, some using dashes and others using commas or other punctuation. Ask learners to identify any patterns or differences in how sentences are constructed. This will lead into the discussion on the use of dashes.

Learners inspect and rearrange the printed sentence cards, discuss the target language feature on the chalkboard with chalk, and practise their own examples in exercise books with pencils. Define the dash and explain its two primary uses: a) Emphasizing or defining additional information (like parentheses). b) Indicating an abrupt break or pause in thought. Engage learners in a discussion about when they might use dashes instead of other punctuation like commas or parentheses. Using word and sentence cards and a suitable text, passage, or book extract, in groups, learners can read short narratives or play scripts and identify parts where a character's actions provide clues about their personality or motives.

Summarize the importance of understanding various punctuation marks, like the dash, in written language. Reinforce the idea that the right punctuation can add clarity and depth to their writing.

Display two versions of a paragraph on the board: one that is disjointed and incoherent, and another that is well-connected and flows smoothly.

Learners arrange and discuss the printed model paragraph cards, then plan and write their own connected text in exercise books with pencils. show still images of characters from films or plays and ask learners to describe the characters based on appearance.

Summarize the lesson by highlighting the significance of cohesive devices in crafting coherent and complete paragraphs. Emphasize that while these devices might seem small, they play a crucial role in shaping the narrative and ensuring clarity.

Play two recordings for learners: one of a casual conversation between friends and another of a formal news broadcast. Ask learners to identify any patterns or differences in how sentences are constructed. This will lead into the discussion on the use of dashes.

Learners inspect the printed still photographs from a Ghanaian drama and infer what posture, costume and facial expression suggest about each character. They read the printed Ghanaian play-script excerpt and identify words, dialogue and actions that support or challenge those inferences. Groups match the printed character-trait cards to characters and cite evidence from both the still photographs and script.

Ask learners how the lesson will benefit them in their daily lives. Summarize the lesson's findings, emphasizing the myriad ways characters can be depicted and understood, and how language plays a pivotal role in that portrayal.