Ghana curriculum lesson note
SHS 3 English Language 1st Semester Week 2 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 2 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | ORAL LANGUAGE | Sub-Strand | ENGLISH SPEECH SOUNDS |
| Learning Outcome(s) | 3.1.1.LO.1 - Articulate paralinguistic features (stress, intonation) effectively in oral communication | ||
| Content Standard | 3.1.1.CS.1 | ||
| Learning Indicator(s) | 3.1.1.LI.2 - Use intonation appropriately for different communicative functions. Collaborative Learning: • Learners in their mixed-ability groups, communicate confidently by employing varied intonation patterns to express different meanings as they learn from their peers, understand, and respect their needs, perspectives and actions. • Learners in pairs/small groups, pick a familiar word (come, go, etc.) or a sentence (Where are you going? They did not come., etc.). Note: The word/sentence should be accompanied by one or two scenarios (You are asking a question; You are angry; You need confirmation, etc.). • With the same word/sentence, learners then practice how to depict the various scenarios or emotions/moods/feelings, using a rising or falling intonation. • Learners practise more rising/falling intonation from word/sentence cards or audio texts to express different communicative functions. • Through this, learners will learn to work in groups to tolerate others' opinions and embrace diversity as they use the English Language. Note: Learners should be encouraged to sound natural | ||
| Lesson Focus | Use intonation appropriately for different communicative functions. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Use intonation appropriately for different communicative functions. 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 Use intonation appropriately for different communicative functions. Collaborative Learning: • Learners in their mixed-ability groups, communicate confidently by employing varied intonation patterns to express different meanings as they learn from their peers, understand, and respect their needs, perspectives and actions. • Learners in pairs/small groups, pick a familiar word (come, go, etc.) or a sentence (Where are you going? They did not come., etc.). Note: The word/sentence should be accompanied by one or two scenarios (You are asking a question; You are angry; You need confirmation, etc.). • With the same word/sentence, learners then practice how to depict the various scenarios or emotions/moods/feelings, using a rising or falling intonation. • Learners practise more rising/falling intonation from word/sentence cards or audio texts to express different communicative functions. • Through this, learners will learn to work in groups to tolerate others' opinions and embrace diversity as they use the English Language. Note: Learners should be encouraged to sound natural? 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 use intonation appropriately for different communicative functions 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 use intonation appropriately for different communicative functions 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 use intonation appropriately for different communicative functions 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 use intonation appropriately for different communicative functions 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 use intonation appropriately for different communicative functions 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 3 English Language 1st Semester Lessons
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