Ghana curriculum lesson note
SHS 3 English Language 1st Semester Week 1 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 1 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | ORAL LANGUAGE | Sub-Strand | ENGLISH SPEECH SOUNDS |
| Learning Outcome(s) | 3.1.1.LO.1 - Articulate paralinguistic features (stress, intonation) effectively in oral communication | ||
| Content Standard | 3.1.1.CS.1 | ||
| Learning Indicator(s) | 3.1.1.LI.1 - Demonstrate knowledge and understanding of speech sounds in oral communication. Use stress appropriately in sentences and in disyllabic and polysyllabic words. Collaborative Learning: Learners work in their mixed-ability groups to reflect on other properties of speech (e.g., stress), which extend beyond the individual sound segments (vowels and consonants). With appropriate examples, learners come to understand how stress (placing prominence) on certain words or parts of a word (syllable) aids in communicating meaningfully. This activity will make learners communicate with clarity and confidence in different communicative contexts, develop team spirit and embrace diversity. Class Discussion: • Learners listen to a model text (teacher led, tape recorded, YouTube video, etc.) uttered in level tone, with no emphasis on content or main words. • Learners listen and reflect on the text, record their observations, and note the reactions of their peers, using the following questions: Example: Does the reading of the text sound monotonous or not? Does it sound right or not? Does it sound natural or not? • Learners listen to a second reading or recording of the same text with emphasis on content or main words and note down their own and or peers’ reactions with the guide of these questions: e.g., does laying emphasis on certain words in the text sound more natural, smooth and meaningful? • In pairs, learners identify the words, which are stressed and those that are not stressed. E.g, content words are stressed and grammatical words are not stressed. • In pairs, learners refer to appropriate reference materials (e.g. dictionary) to observe stress marking on disyllabic and polysyllabic words. • In groups, learners listen to model oral texts (teacher led, tape recording, YouTube video, etc.) to observe stress marking in natural conversation. • In pairs, learners take turns to read out model texts, emphasising the stressed syllable/words. • Individually, learners do a recording of their reading of a text. • Learners then play the recorded reading to themselves paying attention to their articulation of stressed/unstressed syllables, content and grammatical words in connected speech. • Learners are guided to appreciate the different competencies of individuals and learn to communicate effectively in English | ||
| Lesson Focus | Demonstrate knowledge and understanding of speech sounds in oral communication. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate knowledge and understanding of speech sounds in oral communication. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What language/literary skill is central to Demonstrate knowledge and understanding of speech sounds in oral communication. Use stress appropriately in sentences and in disyllabic and polysyllabic words. Collaborative Learning: Learners work in their mixed-ability groups to reflect on other properties of speech (e.g., stress), which extend beyond the individual sound segments (vowels and consonants). With appropriate examples, learners come to understand how stress (placing prominence) on certain words or parts of a word (syllable) aids in communicating meaningfully. This activity will make learners communicate with clarity and confidence in different communicative contexts, develop team spirit and embrace diversity. Class Discussion: • Learners listen to a model text (teacher led, tape recorded, YouTube video, etc.) uttered in level tone, with no emphasis on content or main words. • Learners listen and reflect on the text, record their observations, and note the reactions of their peers, using the following questions: Example: Does the reading of the text sound monotonous or not? Does it sound right or not? Does it sound natural or not? • Learners listen to a second reading or recording of the same text with emphasis on content or main words and note down their own and or peers’ reactions with the guide of these questions: e.g., does laying emphasis on certain words in the text sound more natural, smooth and meaningful? • In pairs, learners identify the words, which are stressed and those that are not stressed. E.g, content words are stressed and grammatical words are not stressed. • In pairs, learners refer to appropriate reference materials (e.g. dictionary) to observe stress marking on disyllabic and polysyllabic words. • In groups, learners listen to model oral texts (teacher led, tape recording, YouTube video, etc.) to observe stress marking in natural conversation. • In pairs, learners take turns to read out model texts, emphasising the stressed syllable/words. • Individually, learners do a recording of their reading of a text. • Learners then play the recorded reading to themselves paying attention to their articulation of stressed/unstressed syllables, content and grammatical words in connected speech. • Learners are guided to appreciate the different competencies of individuals and learn to communicate effectively in English? What evidence from speech, text or context helps us understand or produce an effective response? How can the skill be transferred to a new communication, reading or writing situation? | ||
| Pedagogical Strategies | Talk for Learning Think-Pair-Share Collaborative Learning Modelled/Guided Practice Independent Practice | ||
| Teaching & Learning Resources | English Language textbook/reference materials Whiteboard/markers Learners' notebooks Audio recordings/teacher-read passages Phone/speaker where available Pronunciation/sound charts Printed comprehension passages Highlighters/annotation sheets | ||
| Key Notes on Differentiation | |||
| Content | Use shorter texts, vocabulary support, sentence frames, pronunciation models or partially completed organisers for learners who need support. Extend proficient learners with denser texts, more independent writing, deeper inference or more demanding oral/literary responses. | ||
| Process | Use rehearsal, guided practice and peer feedback before independent performance. Allow oral, visual and written scaffolds while keeping the same curriculum objective. | ||
| Product | Accept appropriate evidence such as oral performance, comprehension response, summary, edited paragraph, composition or literary analysis. Assess accuracy, clarity, fluency/comprehension, organisation and evidence-based explanation. | ||
| Success Criteria | Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation. | ||
| Homework | Complete a short reading, speaking or writing task that transfers the skill to a new context. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Read, play or display a short language sample connected to speech sounds in oral communication and ask learners to identify the feature. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Model speech sounds in oral communication using pronunciation practice, sentence examples, a short text, dialogue or guided reading. | Listen or read, identify the feature and repeat or explain examples. | Check accurate recognition or production of the language feature. |
| Activity 220 minutes | Guide pairs to practise speech sounds in oral communication through oral response, reading, writing, translation or role play. | Practise in pairs or groups and improve responses using teacher and peer feedback. | Assess pair or group practice using clear language-success criteria. |
| Activity 310 minutes | Ask learners to produce an original oral or written response that uses speech sounds in oral communication accurately. | Create and present a short response that uses the feature accurately. | Collect an exit response and check accuracy, clarity and transfer. |
| Lesson Closure | Summarise speech sounds in oral communication and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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Create Lesson PlanMore SHS 3 English Language 1st Semester Lessons
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