Ghana curriculum lesson note
Basic 7 English Language Term 1 Week 8 Lesson Plan
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Create Lesson PlanWeek 8: Lesson Plan
Subject: English Language
Class: Basic 7
Component 1
Conversation/Everyday Discourse
Topic: Describing Experiences
| Strand: Oral Language | Sub-strand: Conversation/Everyday Discourse |
| Indicator: B7.1.1.1.3 - Use appropriate language orally to describe experiences about oneself and others | Content Standard: B7.1.1.1 - Demonstrate use of appropriate language orally in specific situations |
| Performance Indicator: Learners can engage in collaborative conversation on topics such as myself, family, personalities etc. with peers | T.L.R.(s): Printed photographs of familiar Ghanaian settings, Printed dialogue cards, Locally made role-play props |
Phase 1: Starterpreparing the brain for learning Recap with learners to review their understanding in the previous lesson. Recap with learners to review their understanding in the previous lesson, | Phase 2: Mainnew learning including assessment Learners choose one of the printed photographs of familiar Ghanaian settings as a prompt for an experience involving home, school or community life. They select useful expressions from the printed dialogue cards and use the locally made role-play props to tell the experience in a clear beginning-to-ending order. Partners ask respectful questions and give feedback on clarity and vocabulary. | 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
Verbs
Topic: Present Continuous Tense
| Strand: Grammar | Sub-strand: Verbs |
| Indicator: B7.3.1.1.4 - Relate forms of verbs to everyday activities (present continuous tense) | Content Standard: B7.3.1.1 - Apply the knowledge of word classes and their functions in Communication |
| Performance Indicator: Learners can use verbs to relate to everyday activities | T.L.R.(s): Printed action-picture cards, Printed sentence cards, Chalkboard and chalk |
Phase 1: Starterpreparing the brain for learning Recap with learners to review their understanding in the previous lesson. Recap with learners to review their understanding in the previous lesson, | 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.
We are learning about present progressive tense.
Choose a book with lots of activities, and ask learners questions based on the pictures. Example: What are they doing?
Introduce learners to negative form of progressive tense. Use the Yes/No questions to illicit negative responses.
using comprehension activities, guide learners to identify and use present continouns forms of verbs in speech and writing.
Assessment Fill in the blank spaces with the present progressive tense of the verbs in parentheses..«.(go) to the zoo tomorrow.. (fix) my bike in the garage. 3. 1. help) Mom in the kitchen. 4. My sister and I....... (watch) television in our bedroom. 5. The train.....(leave) in ten minutes. 6. They..........(come) with us to the museum. | 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
Creative Writing
Topic: Creating Persuasive Advertisements
| Strand: Writing | Sub-strand: Creative Writing |
| Indicator: B7.4.2.1.3 - Create advertisements to persuade a given audience to take decisions on products and services | 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 freely on topics of choice or issues in the community | T.L.R.(s): Printed advertisement from a Ghanaian newspaper, Clean package from a local shop, Drawing paper and pencils |
Phase 1: Starterpreparing the brain for learning Recap with learners to review their understanding in the previous lesson. Recap with learners to review their understanding in the previous lesson, | Phase 2: Mainnew learning including assessment Learners examine the printed advertisement from a Ghanaian newspaper and the clean package from a local shop to identify product name, audience, selling points and persuasive expressions. They plan a locally relevant product advertisement and design it on drawing paper with pencils. Groups present their work and explain how the words and layout persuade the intended audience. | Phase 3plenary / reflections Take feedback from learners and summarize the lesson.
Take feedback from learners and summarize the lesson. |
Component 4
Comprehension
Topic: Generating and Answering Questions
| Strand: Reading | Sub-strand: Comprehension |
| Indicator: B7.2.1.1.3 - Generate and answer questions to increase understanding and independent reading of fiction texts | Content Standard: B7.2.1.1 - Demonstrate increasing confidence and enjoyment in independent reading |
| Performance Indicator: Learners can read silently and answer comprehension questions on text/passage read | T.L.R.(s): Printed passage about a Ghanaian community, Printed question cards, Exercise books and pencils |
Phase 1: Starterpreparing the brain for learning Recap with learners to review their understanding in the previous lesson. Recap with learners to review their understanding in the previous lesson, | Phase 2: Mainnew learning including assessment Learners read the printed passage about a Ghanaian community and sort the printed question cards into questions answered directly, questions requiring clues and questions requiring personal reasoning. They discuss answers in pairs, locate supporting evidence and write complete responses in exercise books with pencils. Learners compare answers and revise any response not supported by the passage. | 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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Generate, personalize and download the complete lesson plan on Sirbus.
Create Lesson PlanMore Basic 7 English Language Term 1 Lessons
Week 1Sub-strand: Conversation/Everyday DiscourseWeek 2Sub-strand: Conversation/Everyday DiscourseWeek 3Sub-strand: Listening ComprehensionWeek 4Sub-strand: Conversation/Everyday DiscourseWeek 5Sub-strand: Conversation/Everyday DiscourseWeek 6Sub-strand: Listening ComprehensionWeek 7Sub-strand: Conversation/Everyday DiscourseWeek 8 (current)Week 9Sub-strand: Speech SoundsWeek 10Sub-strand: Speech SoundsWeek 11Sub-strand: Conversation/Everyday DiscourseWeek 12Sub-strand: Conversation/Everyday Discourse