Basic 8 English Language Term 1 Week 8 Lesson Plan

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

Learners match the printed photographs of local sites and festivals to their approximate locations on the printed Ghana map. They select prompts from the printed description cue cards to organize details about location, appearance, activities and personal experience. In pairs, learners give clear oral descriptions and ask follow-up questions before presenting one place or event to the class.

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 read from the Ghanaian short-story book, arrange the printed story-sequence cards, and use the printed character cards to support their discussion of events and characters. Have learners take turns to read aloud parts of the prose. Example: Desert Rivers Let learners read again, parts of the prose which were not well read.

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 read the printed passage about a Ghanaian community, sort and answer the printed question cards, and write evidence-based answers in exercise books with pencils. demonstrate the activity by describing a classroom object. Learners give oral descriptions of classroom and other familiar objects such as a table, a school bag, a chair and others, (Learners may ask questions as the description goes on).

Have learners talk about their experiences during the lesson, what they have learnt, and questions they might still have. Teacher leads a discussion to provide responses to learners’ questions.

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

Learners observe the colour and pattern of the kente cloth sample, select fitting words from the printed adjective cards, and use them in sentences on the chalkboard with chalk. Guide learners to identify and use descriptive language. Using word and sentence cards, e.g. adjectives and words that appeal to the senses (foggy, creepy, tingling, piercing, tantalizing, stale, bumpy, staggering), figurative language (simile, metaphor, etc.) and adverbs. Use adjectives to provide vivid descriptions of participants: o opposing sides in a football match E.g. The team captain arrived wearing bushy hair.

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 examine how the Ghanaian storybook is organised, use the printed local-scene photograph as a story prompt, and draft their own narrative in exercise books with pencils. Guide learners to identify and use descriptive language. Using word and sentence cards, e.g. adjectives and words that appeal to the senses (foggy, creepy, tingling, piercing, tantalizing, stale, bumpy, staggering), figurative language (simile, metaphor, etc.) and adverbs. Learners state their birthdays/dates and write them down using the two formats indicated in the content. (Teacher should check accuracy). plan and record ideas detailing personal experiences or past events: o Use: - Descriptive details (setting, experiences or series of events).

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.