Basic 9 English Language Term 1 Week 5 Lesson Plan

Begin the lesson by having four learners perform a pre- prepared conversation on a neutral topic (e.g., "The best weekend activity"). Afterward, engage the class in a discussion about what they noticed. - How did the speakers link to each other's ideas? - How did they respond?

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. Break down a conversation for the class: Introducing an idea, expanding on it, linking to another idea, and responding to queries or challenges. Highlight that every comment in a discussion can serve a purpose and move the conversation forward. Instruct each student in the group to share their viewpoint. other members should practice linking to prior speakers and responding to them. Initiate a discussion, asking learners to share any immediate reactions or new perspectives they gained. Using word and sentence cards, discuss how noun phrases are formed by combining adjectives and/or other words with nouns to provide more specific or descriptive information.

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.

Afterward, engage the class in a discussion about what they noticed. - How did the speakers link to each other's ideas? - How did they respond? Begin by asking, "Think of a book or story that changed how you see yourself or the world. Why did it have this impact?"

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 small groups and assign each a different topic/issue (e.g., "Impact of social media," "Homework – boon or bane?"). In pairs or small groups, learners discuss the texts and how they impact their views of themselves and their place in the world. Groups share their findings, discussing how different authors approach the same topic. Using word and sentence cards, discuss how noun phrases are formed by combining adjectives and/or other words with nouns to provide more specific or descriptive information. Show examples of each type of paragraph. Discuss how placement of the topic sentence changes the reader's experience.

Ask learners how the lesson will benefit them in their daily lives.

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.

Write a brief paragraph on the board. Ask learners to identify the topic sentence. Follow with the question, "What if the topic sentence was at the end or in the middle? How would that change the feel or flow of the paragraph?"

Learners arrange and discuss the printed model paragraph cards, then plan and write their own connected text in exercise books with pencils. Groups share their findings, discussing how different authors approach the same topic. Using word and sentence cards, brainstorm learners for the meaning of; - Mixed Paragraph: A paragraph with the topic sentence located in the middle. - Periodic Paragraph: A paragraph with the topic sentence at the end. In pairs, learners take a standard paragraph and rewrite it as both a mixed and periodic paragraph. Present a jumbled introductory paragraph. As a class, rearrange the sentences to create a coherent and engaging introduction. In groups, learners are given another jumbled paragraph to rearrange. they present their results 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.

Begin by asking, "Think of a book or story that changed how you see yourself or the world. Why did it have this impact?" Ask learners, - "What differences do you notice between these two types of narratives? - Can you guess which is a monologue and which is a dialogue?"

Learners read the printed Ghanaian play script, choose roles from the printed character cards, and use the locally made role-play props to perform selected scenes. Groups share their findings, discussing how different authors approach the same topic. and word and sentence cards, 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?" Brainstorm learners for the meaning of; - Mixed Paragraph: A paragraph with the topic sentence located in the middle. - Periodic Paragraph: A paragraph with the topic sentence at the end. Hand out copies of play scripts or text excerpts to small groups or pairs. Have them identify and highlight examples of monologues and dialogues. Discuss the importance of punctuation in understanding and following dialogues.

Ask learners how the lesson will benefit them in their daily lives.