Ghana curriculum lesson note

Basic 7 English Language Term 1 Week 10 Lesson Plan

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Week 10: Lesson Plan

Subject: English Language

Class: Basic 7

Component 1

Speech Sounds

Topic: Long Vowel Sounds

Strand: Oral Language	Sub-strand: Speech Sounds
Indicator: B7.1.3.1.2 - Produce pure vowel sounds (long vowels) in context	Content Standard: B7.1.3.1 - Articulate English speech sounds to develop confidence and skills in listening and speaking
Performance Indicator: Learners can pronounce and spell words with vowel sounds	T.L.R.(s): Printed sound-and-word cards, Printed pictures of familiar Ghanaian objects, Chalkboard and chalk

Phase 1: Starterpreparing the brain for learning

Recap with learners to find out they already know about vowels.

Phase 2: Mainnew learning including assessment

Learners name the familiar Ghanaian objects in the printed pictures, match them to the printed sound-and-word cards, and practise the target sounds from examples written on the chalkboard with chalk. Introduce learners to the usage of long vowels. Demonstrate to learners how each of the long vowels are formed. Using word and sentence cards, the letter ‘a’ can make a long sound, as in cake, when it is followed by a consonant and silent e. Sometimes, this pattern is called VCe. That stands for Vowel + Consonant + Silent e. Examples are sale, cage, tape. Guide learners to identify and produce long vowels in context. E.g.: part, peel, bloom. Distinguish between long and short vowels in context.

Phase 3plenary / reflections

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.

Component 2

Adverbs

Topic: Using Adverbs to Modify Verbs

Strand: Grammar	Sub-strand: Adverbs
Indicator: B7.3.1.1.5 - Use adverbs to modify verbs accurately at the phrase and sentence level	Content Standard: B7.3.1.1 - Apply the knowledge of word classes and their functions in Communication
Performance Indicator: Learners can use adverbs correctly in speech and writing.	T.L.R.(s): Printed action-picture cards, Printed sentence cards, Chalkboard and chalk

Phase 1: Starterpreparing the brain for learning

Have learners say or sing the alphabet song. Recap with learners to find out they already know about vowels.

Phase 2: Mainnew learning including assessment

Learners identify actions in the printed action-picture cards, complete the printed sentence cards with suitable verbs or modifiers, and share correct examples on the chalkboard with chalk. Guide learners to identify the types of adverbs. Example: Adverb of manner. Adverbs of manner tells how an action is done. e.g, Obeng walks fast Guide learners to recognize the effective use of adverbs in paragraphs; Pair up learners to write short paragraphs using adverbs of manner. assessment Underline the adverbs in the sentences.

Phase 3plenary / reflections

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.

Component 3

Expository Writing

Topic: Writing to Explain a Process

Strand: Writing	Sub-strand: Expository Writing
Indicator: B7.4.2.1.4 - Compose a paragraph to explain a process, social and natural phenomena (how to do or use something, how something works)	Content Standard: B7.4.2.1 - Develop, organize and express ideas coherently and cohesively in writing for a variety of purposes (description, narration, exposition/information and persuasion), audiences and contexts.
Performance Indicator: Learners can write about incidence or events of the day.	T.L.R.(s): Printed picture sequence of making gari, Printed paragraph cards, Exercise books and pencils

Phase 1: Starterpreparing the brain for learning

Have learners say or sing the alphabet song. Recap with learners to find out they already know about vowels.

Phase 2: Mainnew learning including assessment

Learners order the printed picture sequence of making gari and match the printed paragraph cards to the correct stages. They identify sequence expressions and objective process vocabulary, then write a coherent explanation in exercise books with pencils. Partners check that no stage is missing or out of order and revise the explanation for clarity.

Phase 3plenary / reflections

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.

Component 4

Comprehension

Topic: Using Text Structure to Understand Texts

Strand: Reading	Sub-strand: Comprehension
Indicator: B7.2.1.1.4 - Use text structure to understand and read texts independently	Content Standard: B7.2.1.1 - Demonstrate increasing confidence and enjoyment in independent reading
Performance Indicator: Learners can read and answer questions on text read	T.L.R.(s): Ghanaian storybook, Printed passage about a Ghanaian community, Exercise books and pencils

Phase 1: Starterpreparing the brain for learning

Have learners say or sing the alphabet song. Recap with learners to find out they already know about vowels.

Phase 2: Mainnew learning including assessment

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. Provide several examples in context for learners to read out. specific structure.; Use a graphic organizer to make a chart of the text structure. write paragraphs that follow a specific text structure. Read independently and identify how text structure helps with understanding other texts.

Phase 3plenary / reflections

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.

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