Basic 9 English Language Term 1 Week 11 Lesson Plan

Play or describe a short audio-visual message and ask learners to write down three details they remember.

Play a short suitable local news or story item on the battery-powered radio, let learners study the printed local-news photographs, and have them record the key information in exercise books with pencils. Guide learners to listen for key information such as message, theme, tone, mood and character. Play or read a short audio-visual-style text twice. Learners take notes during the second listening, compare notes in pairs and make simple inferences about purpose or intention. They support their answers with words, expressions or details from the text.

Ask learners to state the central message of the text and give one piece of evidence that supports their interpretation.

Show learners the title and first paragraph of a short text. Ask them to predict what may follow and explain the clues they used.

Learners preview the cover and illustrations of the Ghanaian picture storybook, arrange the printed story-sequence cards to predict what may happen, and record reasons for their predictions in exercise books with pencils before reading to check them. learners read the complete text and compare their predictions with what actually happens. Guide them to identify repeated ideas, cause-and-effect relationships, sequence and other patterns within the text. In pairs, learners create a simple idea map showing how important points are connected and use it to answer analytical questions.

Ask learners to share one prediction they changed after reading and one relationship between ideas that helped them understand the text.

Write familiar phrasal verbs such as 'give up', 'look after' and 'find out' on the board. Ask learners whether the combined words have the same meaning as the main verb alone.

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. Use a short passage containing phrasal verbs. Learners identify them and infer their meanings from context. Discuss how a particle can change the meaning of a verb. Using word and sentence cards and a worksheet or their exercise books, in pairs, learners match phrasal verbs to meanings, complete sentences with suitable phrasal verbs and write a short paragraph using at least three accurately.

Learners explain two phrasal verbs in their own words and use each in a sentence.

Ask learners to explain briefly how a familiar process happens, such as preparing for school or keeping the environment clean. Discuss what makes an explanation clear.

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. Examine a model informative text and identify its topic, factual details, sequence and objective language. Guide learners to choose a familiar topic, brainstorm relevant facts and arrange them logically. Learners draft an informative or explanatory text, exchange drafts for peer review and revise for clarity, accuracy and organization.

Invite a few learners to read their opening and one supporting point. Ask the class whether the information is clear, objective and logically organized.