Ghana curriculum lesson note

Basic 7 English Language Term 1 Week 9 Lesson Plan

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Week 9: Lesson Plan

Subject: English Language

Class: Basic 7

Component 1

Speech Sounds

Topic: Short Vowel Sounds

Strand: Oral Language	Sub-strand: Speech Sounds
Indicator: B7.1.3.1.1 - Produce pure vowel sounds (short 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

Ask learners to identify the two types of letters in the English alphabet? (Answer: consonants and vowels) 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. Brainstorm the meaning of vowels from learners. A vowel is a syllabic speech sound pronounced without any stricture in the vocal tract. write the letters of the alphabet on the board or cardboard. Let learners identify all the vowel sounds in the alphabet. Example: a, e, 0, i, U Engage learners to say these tongue twisters to aid them pronounce words with vowel sounds. Example: “A big brown bat bit a big blue bug and made the big blue bug bleed” Guide learners to pronounce vowel sounds correctly in connected speech. Assessment. What is a vowel sound? 2. List 10 words that contain a vowel sound.

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: Past Perfect Tense

Strand: Grammar	Sub-strand: Verbs
Indicator: B7.3.1.1.4 - Relate forms of verbs to everyday activities (past perfect) in context.	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

Have learners say or sing the alphabet song. Ask learners to identify the two types of letters in the English alphabet? (Answer: consonants and vowels)

Phase 2: Mainnew learning including assessment

Learners study the printed action-picture cards and arrange pairs of actions to show which Ghanaian school or community event happened first. They complete the printed sentence cards with suitable past-perfect forms and write correct examples on the chalkboard with chalk. Practice includes familiar contexts such as rain beginning before a football match ended.

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 sentences to describe a process of doing something	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. Ask learners to identify the two types of letters in the English alphabet? (Answer: consonants and vowels)

Phase 2: Mainnew learning including assessment

Learners order the printed picture sequence of making gari, arrange the printed paragraph cards to match the stages, and write a clear explanation in exercise books with pencils. Guide learners to compose a paragraph to explaina I process, social and natural phenomena Use pictures showing the stages of how some dishes Pancrase ona are prepared. manila car Learners in groups observe the picture sequences and write words that give information on the activity. Let learners in groups choose a domestic activity they would want to give information on. (They should be able to compose expository pieces of between 90 and 120 words). Learners read and re-read a text to identify and distinguish the main idea in a given paragraph. have learners write the main ideas in phrase form. The main ideas can be noted ina list, in a topic web, etc.

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

Summarizing

Topic: Summarizing Main and Supporting Ideas

Strand: Reading	Sub-strand: Summarizing
Indicator: B7.2.2.1.1 - Use summarizing to understand key ideas in a range of texts	Content Standard: B7.2.2.1 - Demonstrate an understanding in summarizing
Performance Indicator: Learners can summarize ideas in a text	T.L.R.(s): Ghanaian newspaper, Printed main-idea cards, Exercise books and pencils

Phase 1: Starterpreparing the brain for learning

Have learners say or sing the alphabet song. Ask learners to identify the two types of letters in the English alphabet? (Answer: consonants and vowels)

Phase 2: Mainnew learning including assessment

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. Using word and sentence cards, learners read and re-read a text to identify and distinguish the main idea in a given paragraph. have learners write the main ideas in phrase form. The main ideas can be noted ina list, in a topic web, etc. Have learners turn the main ideas into sentences, occasionally including details when it is necessary to convey the main idea.

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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