Basic 9 English Language Term 1 Week 4 Lesson Plan

Let each learner speak briefly. Afterward, ask another learner to summarize and link the ideas shared.

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. Discuss what open-ended questions are and why they're useful in a conversation to link ideas. Share examples of open-ended questions and contrast them with close-ended ones. Ask another learner to listen actively and then respond by linking to what the first learner said and adding their viewpoint or asking an open-ended question. Instruct other learners to listen attentively, and when they speak, they should try to link the ideas of at least two other speakers using open-ended questions. assessment Below are several statements related to the topic “The impact of technology on education?” Next to each statement, craft an open-ended question that could help link to or expand upon the statement.

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.

Ask learners, "What is this trying to convey?" Followed by, "How do you know?" This exercise will get learners thinking critically about texts from the start. Ask learners: "What do the italicized parts of these sentences have in common?"

Learners read a suitable report in the Ghanaian newspaper, sort the printed main-idea cards from supporting details, and write a concise summary in exercise books with pencils. After reading, have a class discussion to identify the main idea of the text. What is the primary message or theme? Ask learners to share what they've underlined or highlighted and discuss why. This will help in identifying the supporting ideas/details in the text. in small groups or individually, learners should now write a brief, objective summary of the text, incorporating the main idea and the supporting details they've identified. Discuss the significance of major supporting sentences that provide strong evidence or arguments to support the main idea. Using word and sentence cards, ask learners; "How does the topic sentence support the main idea of the paragraph?"

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.

Write four sentences on the board, each containing a noun phrase: 1. The glistening morning dew settled on the leaves. 2. She bought a bright red scarf. 3. I heard the loud chattering of birds. 4. He loved the taste of freshly baked cookies.

Learners name and classify the calabash and woven basket, then use the printed noun cards to construct sentences about these familiar objects. Ask learners to recall what they already know about nouns. Discuss how noun phrases are formed by combining adjectives and/or other words with nouns to provide more specific or descriptive information. Provide learners with sentences or short texts containing noun phrases. i. I want a dress for Christmas. ii. The brown kente vase is up for sale. iii. I saw a beautiful bird. iv. Kwaku lives in a blue dorm. v. Having been a chef, he knew how to bake). In pairs or small groups, ask learners to identify and underline the noun phrases in each sentence. Discuss the functions of the identified noun phrases in the texts. ask: "How does the noun phrase in this sentence help you understand the subject or object more clearly?" "Can you think of alternative noun phrases that could be used in this sentence to change the meaning?"

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.

Display a sample paragraph on the whiteboard or board. Ask learners to identify the key components of the paragraph, such as the topic sentence, major supporting sentences, and minor supporting sentences. Discuss the importance of these components in creating paragraphs that are unified and complete.

Learners arrange and discuss the printed model paragraph cards, then plan and write their own connected text in exercise books with pencils. Ask learners to share what they've underlined or highlighted and discuss why. This will help in identifying the supporting ideas/details in the text. in small groups or individually, learners should now write a brief, objective summary of the text, incorporating the main idea and the supporting details they've identified. Provide learners with sample paragraphs or short texts. In pairs or small groups, ask learners to identify the topic sentence, major supporting sentences, and minor supporting sentences in each paragraph, using different transitional devices to bring about cohesion and coherence. Discuss the use of transitional devices such as "firstly," "in addition," "however," "therefore," etc., to connect ideas within paragraphs.

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.

Ask learners, "What is this trying to convey?" Followed by, "How do you know?" This exercise will get learners thinking critically about texts from the start.

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.