Basic 8 English Language Term 1 Week 11 Lesson Plan

Organize a short conversation in which learners deliberately interrupt one another. Ask the class what made the conversation difficult to follow.

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. Discuss strategies for effective turn taking, including listening patiently, maintaining eye contact, signalling interest and waiting for an appropriate point to speak. Put learners in small groups to discuss a familiar school issue. Assign one learner to observe turn taking. groups repeat the discussion after feedback and compare the improvement.

Learners mention three behaviours that show good turn taking. Summarize how turn taking improves communication.

Display a short article or textbook page. Ask learners what features help them quickly locate information.

Learners examine the Ghanaian newspaper and printed local product advertisement for the target text features, then record and compare their findings in exercise books with pencils. Guide learners to identify features such as headings, subheadings, captions, illustrations, tables, labels and paragraphs. Discuss how each feature supports understanding. In groups, learners examine different non-fiction texts, identify the features used and explain their purpose. Using a suitable textbook section or article, learners answer comprehension questions using both the body text and the text features.

Ask learners to name two non-fiction text features and explain how each helps a reader.

Ask learners what they will do after school, next weekend and next year. Write selected responses on the board and underline the verb forms.

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. Review ways of expressing future time, including simple future, future progressive and future perfect forms. Model sentences and discuss the differences in meaning. Using word and sentence cards and a worksheet or their exercise books, learners transform present-time sentences into suitable future forms, complete a short dialogue about future plans and write a paragraph about activities they expect to complete in the future.

Call out situations and ask learners to respond with suitable future verb forms. Correct errors and summarize the lesson.

Show learners a picture of a busy place. Ask them to describe what they might see, hear, smell, feel or taste there.

Learners observe and handle the kente cloth sample, study the printed photograph of a local market scene, and write precise descriptions in exercise books with pencils. Discuss how precise adjectives, adverbs and sensory expressions make descriptions vivid. read a short model paragraph and identify language appealing to the senses. Learners brainstorm details for a familiar place or event, draft a descriptive paragraph, exchange drafts for peer feedback and revise weak or vague expressions.

Invite learners to read one vivid sentence from their paragraph. The class identifies the sense or descriptive technique used.