Ghana curriculum lesson note
SHS 1 English Language 1st Semester Week 6 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 6 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | ORAL LANGUAGE | Sub-Strand | CONVERSATION/COMMUNICATION IN CONTEXT |
| Learning Outcome(s) | 1.1.3.LO.1 - Employ appropriate register to communicate competently in varied speech contexts | ||
| Content Standard | 1.1.3.CS.1 | ||
| Learning Indicator(s) | 1.1.3.LI.1 - Demonstrate effective use of communicative strategies in a variety of speech situations. Use language appropriately in different speech situations (e.g., formal and informal). Talk for learning (TfL): • Learners, in mixed-ability groups, engage in practical demonstrations of everyday discourse and group conversations around a particular topic to enable them, collaboratively, identify and use specific registers and expressions. • E.g., Group discussions on the impact of Covid-19 on students’ academic life or asking for direction, requesting a favour, describing a market scene, attending a job interview, asking questions in class, etc. Selected topics should appeal to learners from diverse backgrounds (ethnic, religious, cultural) and involve both males and females. Class Activity: • Learners watch short videos/read short stories based on a given speech context (e.g., formal, semi- formal or informal contexts). • In small groups, exhibiting the values of tolerance through exploratory talk, learners discuss a video/story, give reasons for what participants in the video or story said and compile a list of useful expressions used in the video/story. Learners may use discussion topics such as: • What is happening in the video/story? • Who are the participants? • Who are the intended audience of the video/story? • Where is the conversation taking place? • What lesson is the video/story teaching us? Learners then role-play the video/story, paying attention to the language/ communicative strategies employed by the characters | ||
| Lesson Focus | Demonstrate effective use of communicative strategies in a variety of speech situations. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate effective use of communicative strategies in a variety of speech situations. 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 effective use of communicative strategies in a variety of speech situations. Use language appropriately in different speech situations (e.g., formal and informal). Talk for learning (TfL): • Learners, in mixed-ability groups, engage in practical demonstrations of everyday discourse and group conversations around a particular topic to enable them, collaboratively, identify and use specific registers and expressions. • E.g., Group discussions on the impact of Covid-19 on students’ academic life or asking for direction, requesting a favour, describing a market scene, attending a job interview, asking questions in class, etc. Selected topics should appeal to learners from diverse backgrounds (ethnic, religious, cultural) and involve both males and females. Class Activity: • Learners watch short videos/read short stories based on a given speech context (e.g., formal, semi- formal or informal contexts). • In small groups, exhibiting the values of tolerance through exploratory talk, learners discuss a video/story, give reasons for what participants in the video or story said and compile a list of useful expressions used in the video/story. Learners may use discussion topics such as: • What is happening in the video/story? • Who are the participants? • Who are the intended audience of the video/story? • Where is the conversation taking place? • What lesson is the video/story teaching us? Learners then role-play the video/story, paying attention to the language/ communicative strategies employed by the characters? 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 effective use of communicative strategies in a variety of speech situations 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 effective use of communicative strategies in a variety of speech situations 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 effective use of communicative strategies in a variety of speech situations 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 effective use of communicative strategies in a variety of speech situations 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 effective use of communicative strategies in a variety of speech situations 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 1Sub-strand: ENGLISH SPEECH SOUNDSWeek 2Sub-strand: ENGLISH SPEECH SOUNDSWeek 3Sub-strand: ENGLISH SPEECH SOUNDSWeek 4Sub-strand: LISTENING COMPREHENSIONWeek 5Sub-strand: LISTENING COMPREHENSIONWeek 6 (current)Week 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