Basic 8 English Language Term 1 Week 6 Lesson Plan

Elicit prior knowledge of learners and engage interest in the topic by asking learners questions such as:

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. Together with learners, choose a topic and initiate a conversation. Encourage learners to ask questions for clarification, and use appropriate expressions. Put pupils into groups. Have each group choose a theme and initiate a conversation on their theme. Have the others listen and ask questions. Have the group respond to the questions to give further clarifications Encourage learners to ask and answer questions for clarification about key details. Think critically ahead and ask own questions.

Teacher leads a discussion to provide responses to learners’ questions. Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson.

Revise with learners on the previous lesson. Share performance indicators with learners and introduce the lesson.

Learners preview the printed headline-and-photograph cards and predict the subject, purpose and likely facts of the printed Ghanaian non-fiction article. They record each prediction and a reason in exercise books with pencils. Learners read the article in sections, pause to revise predictions and finally mark which predictions the text supports.

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.

Elicit prior knowledge of learners and engage interest in the topic by asking learners questions such as:

Learners use the locally made puppets as speakers and referents and replace repeated names with suitable words from the printed pronoun cards. They join related sentence pairs and write correct relative-pronoun examples on the chalkboard with chalk. Assessment sentences use familiar Ghanaian contexts such as a school bag, football boots and a local market rather than foreign sporting objects.

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.

Revise with learners on the previous lesson. Share performance indicators with learners and introduce the lesson.

Learners arrange and discuss the printed model paragraph cards, then plan and write their own connected text in exercise books with pencils. Have learners relate two or more ideas within the text or from different texts. Guide learners to write paragraphs using different techniques to capture the reader’s attention in introductory paragraphs, e.g. using anecdotes, facts etc. have learners write introductory paragraphs showing how the sentences are organized in a logical sequence to create a coherence appropriate for the text type. Using word and sentence cards, use logical connectors to link sentences in a paragraph: - Contrast: however, nevertheless, although, though, on the other hand, etc. - Cause/effect: because, therefore, as a result, consequently, etc. - Conditions: if, provided that, unless, etc. - Result: so, therefore, as a result, thus, etc. - Qualifying: but, however, although, except, etc. - Exemplification: for example, for instance, to illustrate, such as, namely, etc. - Highlighting: in particular, especially, mainly, particularly, above all, etc.

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson. Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson.

Revise with learners on the previous lesson. Share performance indicators with learners and introduce the lesson.

Learners read the printed Ghanaian play script, choose roles from the printed character cards, and use the locally made role-play props to perform selected scenes. Revise the activity on a popular talk show on TV. Learners give examples of some vocabulary used to ask questions. Put learners into groups to discuss topics such as "How I spend my holidays; My future career" etc. Have learners write introductory paragraphs showing how the sentences are organized in a logical sequence to create a coherence appropriate for the text type. Brainstorm learners for the meaning of monologues and dialogues in texts • Monologue is a long speech by one actor in a play or film, or as part of a theatrical or broadcast programme. • dialogue is a written or spoken conversational exchange between two or more people. Guide learners to identify monologues and dialogues in texts.

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.