Ghana curriculum lesson note
SHS 3 English Language 2nd Semester Week 12 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 12 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | GRAMMAR USAGE | Sub-Strand | VOCABULARY |
| Learning Outcome(s) | 3.3.2.LO.1 - Employ appropriate vocabulary in communication | ||
| Content Standard | 3.3.2.CS.1 | ||
| Learning Indicator(s) | 3.3.2.LI.2 - Interpret and use registers, proverbs, complex phrasal verbs, idioms and idiomatic expressions in more complex contexts to enrich communication. Collaborative Learning: Learners in mixed ability groups collaborate and use proverbs, complex phrasal verbs, idiomatic expressions and registers to convey specific meaning and add variety, interest and richness to communication | ||
| Lesson Focus | Interpret and use registers, proverbs, complex phrasal verbs, idioms and idiomatic expressions in more complex contexts to enrich communication. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Interpret and use registers, proverbs, complex phrasal verbs, idioms and idiomatic expressions in more complex contexts to enrich 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 Interpret and use registers, proverbs, complex phrasal verbs, idioms and idiomatic expressions in more complex contexts to enrich communication. Collaborative Learning: Learners in mixed ability groups collaborate and use proverbs, complex phrasal verbs, idiomatic expressions and registers to convey specific meaning and add variety, interest and richness to communication? 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 Sentence strips/grammar cards Vocabulary/context cards | ||
| 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 interpret and use registers, proverbs, complex phrasal verbs, idioms and idiomatic expressions in more complex contexts to 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 interpret and use registers, proverbs, complex phrasal verbs, idioms and idiomatic expressions in more complex contexts to 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 interpret and use registers, proverbs, complex phrasal verbs, idioms and idiomatic expressions in more complex contexts to 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 interpret and use registers, proverbs, complex phrasal verbs, idioms and idiomatic expressions in more complex contexts to 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 interpret and use registers, proverbs, complex phrasal verbs, idioms and idiomatic expressions in more complex contexts to 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 2nd Semester Lessons
Week 1Sub-strand: SUMMARISINGWeek 2Sub-strand: SUMMARISINGWeek 3Sub-strand: SUMMARISINGWeek 4Sub-strand: SUMMARISINGWeek 5Sub-strand: GRAMMARWeek 6Sub-strand: GRAMMARWeek 7Sub-strand: GRAMMARWeek 8Sub-strand: GRAMMARWeek 9Sub-strand: VOCABULARYWeek 10Sub-strand: VOCABULARYWeek 11Sub-strand: VOCABULARYWeek 12 (current)Week 13Sub-strand: PRODUCTION AND DISTRIBUTION OF TEXTWeek 14Sub-strand: BUILDING AND PRESENTING KNOWLEDGEWeek 15Sub-strand: NARRATIVE, POETRY AND DRAMAWeek 16Sub-strand: NARRATIVE, POETRY AND DRAMA