Ghana curriculum lesson note
SHS 1 English Language 1st Semester Week 1 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 1 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | ORAL LANGUAGE | Sub-Strand | ENGLISH SPEECH SOUNDS |
| Learning Outcome(s) | 1.1.1.LO.1 - Articulate English pure vowel and consonant sounds effectively in oral communication | ||
| Content Standard | 1.1.1.CS.1 | ||
| Learning Indicator(s) | 1.1.1.LI.1 - Demonstrate knowledge and understanding of speech sounds in oral communication. Use pure vowel sounds (short vowels) in connected speech. Collaborative Learning: Working in mixed-ability groups, learners identify short vowel sounds in sample texts and use them in connected speech. E.g. 1. In pairs/groups, learners listen to and identify the English short vowels (e.g. /ɪ/, / e/, /ᴂ/, / ǝ/, /ʌ/, /ɒ/, / ʋ/) in sample-spoken texts (e.g. tape recordings, podcast, radio, read aloud exercises, tongue twisters, YouTube videos on vowel sounds etc.). Learners pay attention to the unique qualities of each sound. Listening Challenge Game: In groups, learners listen to a pair of words and identify the words with short vowels. E.g. ship/sheep, cart/cut, cot/court, pull/pool Group Work: E.g. 2 In mixed-ability groups, learners articulate short vowels (e.g. /ɪ/, / e/, /ᴂ/, / ǝ/, /ʌ/, /ɒ/, / ʋ/) accurately in connected speech. Conversations/Interviews: In pairs and groups, learners use short vowel sounds in words and connected speech through conversations/interviews, skits (short plays), etc | ||
| Lesson Focus | Demonstrate knowledge and understanding of speech sounds in oral communication. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate knowledge and understanding of speech sounds in oral communication. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What language/literary skill is central to Demonstrate knowledge and understanding of speech sounds in oral communication. Use pure vowel sounds (short vowels) in connected speech. Collaborative Learning: Working in mixed-ability groups, learners identify short vowel sounds in sample texts and use them in connected speech. E.g. 1. In pairs/groups, learners listen to and identify the English short vowels (e.g. /ɪ/, / e/, /ᴂ/, / ǝ/, /ʌ/, /ɒ/, / ʋ/) in sample-spoken texts (e.g. tape recordings, podcast, radio, read aloud exercises, tongue twisters, YouTube videos on vowel sounds etc.). Learners pay attention to the unique qualities of each sound. Listening Challenge Game: In groups, learners listen to a pair of words and identify the words with short vowels. E.g. ship/sheep, cart/cut, cot/court, pull/pool Group Work: E.g. 2 In mixed-ability groups, learners articulate short vowels (e.g. /ɪ/, / e/, /ᴂ/, / ǝ/, /ʌ/, /ɒ/, / ʋ/) accurately in connected speech. Conversations/Interviews: In pairs and groups, learners use short vowel sounds in words and connected speech through conversations/interviews, skits (short plays), etc? What evidence from speech, text or context helps us understand or produce an effective response? How can the skill be transferred to a new communication, reading or writing situation? | ||
| Pedagogical Strategies | Talk for Learning Think-Pair-Share Collaborative Learning Modelled/Guided Practice Independent Practice | ||
| Teaching & Learning Resources | English Language textbook/reference materials Whiteboard/markers Learners' notebooks Audio recordings/teacher-read passages Phone/speaker where available Pronunciation/sound charts | ||
| Key Notes on Differentiation | |||
| Content | Use shorter texts, vocabulary support, sentence frames, pronunciation models or partially completed organisers for learners who need support. Extend proficient learners with denser texts, more independent writing, deeper inference or more demanding oral/literary responses. | ||
| Process | Use rehearsal, guided practice and peer feedback before independent performance. Allow oral, visual and written scaffolds while keeping the same curriculum objective. | ||
| Product | Accept appropriate evidence such as oral performance, comprehension response, summary, edited paragraph, composition or literary analysis. Assess accuracy, clarity, fluency/comprehension, organisation and evidence-based explanation. | ||
| Success Criteria | Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation. | ||
| Homework | Complete a short reading, speaking or writing task that transfers the skill to a new context. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Read, play or display a short language sample connected to speech sounds in oral communication and ask learners to identify the feature. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Model speech sounds in oral communication using pronunciation practice, sentence examples, a short text, dialogue or guided reading. | Listen or read, identify the feature and repeat or explain examples. | Check accurate recognition or production of the language feature. |
| Activity 220 minutes | Guide pairs to practise speech sounds in oral communication through oral response, reading, writing, translation or role play. | Practise in pairs or groups and improve responses using teacher and peer feedback. | Assess pair or group practice using clear language-success criteria. |
| Activity 310 minutes | Ask learners to produce an original oral or written response that uses speech sounds in oral communication accurately. | Create and present a short response that uses the feature accurately. | Collect an exit response and check accuracy, clarity and transfer. |
| Lesson Closure | Summarise speech sounds in oral communication and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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Create Lesson PlanMore SHS 1 English Language 1st Semester Lessons
Week 1 (current)Week 2Sub-strand: ENGLISH SPEECH SOUNDSWeek 3Sub-strand: ENGLISH SPEECH SOUNDSWeek 4Sub-strand: LISTENING COMPREHENSIONWeek 5Sub-strand: LISTENING COMPREHENSIONWeek 6Sub-strand: CONVERSATION/COMMUNICATION IN CONTEXTWeek 7Sub-strand: CONVERSATION/COMMUNICATION IN CONTEXTWeek 8Sub-strand: READING COMPREHENSIONWeek 9Sub-strand: READING COMPREHENSIONWeek 10Sub-strand: SUMMARISINGWeek 11Sub-strand: SUMMARISINGWeek 12Sub-strand: GRAMMARWeek 13Sub-strand: GRAMMARWeek 14Sub-strand: GRAMMARWeek 15Sub-strand: GRAMMARWeek 16Sub-strand: GRAMMAR