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TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 3
Week Ending: 30th SEPT, 2022 Period: Subject: English Language
Duration: Strand: Oral Language
Class: B7 Class Size: Sub Strand: Short vowel
Content Standard: Indicator: Lesson:
B7.1.3.1: Articulate English speech sounds to develop B7.1.3.1.1. Produce pure vowel sounds 1 of 1
confidence and skills in listening and speaking (short vowels) in context
Core Competencies:
Performance Indicator:
Communication and Collaboration, Personal
Learners can pronounce and spell words with vowel sounds
Development
Reference : English Language Pg. 6

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Have learners say or sing the alphabet song.

Ask learners to identify the two types of letters in the

English alphabet? (Answer: consonants and vowels)

Recap with learners to find out they already know about

vowels.

Share the performance indicators with learners and

introduce the lesson.
PHASE 2: NEW Brainstorm the meaning of vowels from learners. Word cards,
LEARNING A vowel is a syllabic speech sound pronounced without any sentence cards,
stricture in the vocal tract. letter cards,
handwriting on a
Write the letters of the alphabet on the board or manila card
cardboard.

Let learners identify all the vowel sounds in the alphabet.

Example: a, e, o, i, u

Draw the following table on the board.

Short a Short e Short o Short i Short u
Apple Egg Ink Orange umbrella

Now pronounce these vowels and ask learners to tell

some words that start with these vowels. Example: ‘a’ in
apple.

Write ‘apple’ in “a” column and ask them to add more

words.
Mention and write some words on the board and guide
learners to identify vowels in the words.
 Engage learners to say these tongue twisters to aid them
pronounce words with vowel sounds.
Example: “A big brown bat bit a big blue bug and made the
big blue bug bleed”

Guide learners to pronounce vowel sounds correctly in

connected speech.

Assessment
1. What is a vowel sound?
2. List 10 words that contain a vowel sound.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Week Ending: 30th SEPT, 2022 DAY: Subject: English Language
Duration: 60MINS Strand: Grammar
Class: B7 Class Size: Sub Strand: Reported speech
Content Standard: Indicator: Lesson:
B7.3.1.6: Demonstrate mastery of use of B7.3.1.6.2. Demonstrate use and
active and passive voice command of reported speech 1 of 1
Performance Indicator: Core Competencies:
Learners can use passive sentences for a range of functions Communication and Collaboration, Personal
References: English Language Curriculum Pg. 18

Phase/Duration Learners Activities Resources

PHASE 1: Call two learners to the front of the class.
STARTER Ask one of them to whisper something into the ears of the
other.

Ask them to tell the class what they said.

Share performance indicators with learners and introduce the

lesson.
PHASE 2: NEW Introduce the direct speech with several examples of sentences. Word cards,
LEARNING E.g. sentence cards,
“We saw an eagle,” said Aba. letter cards,
“Esi is tired,” said Mum. handwriting on a
“Joe has become rich,” said Atongo. manila card

Lead learners, with examples, to change direct speech into

reported speech by:
i. Introducing a reporting clause
E.g. a. Aba said that ……………
b. Mum said that…………..
c. Atongo said that……….

ii. Introducing “that” and completing the sentences.

E.g. a. Aba said that they had seen an eagle.

iii. Removing the quotation marks.

E.g. b. Mum said that Esi was tired.

Put learners in pairs. Let one produce direct speech and let the
other change it into reported speech. Let them change over
after some time

Assessment
Learners in groups compose news reports.
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework
Learners in groups compose news reports .
Week Ending: 30th SEPT, 2022 Period: Subject: English Language
Duration: Strand: Reading
Class: B7 Class Size: Sub Strand: Summarizing
Content Standard: Indicator: Lesson:
B7.2.2.1: Demonstrate an understanding in B7.2.2.1.1. Use summarizing to understand key
summarizing ideas in a range of texts 1 of 1
Performance Indicator: Core Competencies:
Learners can summarize ideas in a text Communication and Collaboration, Personal
Reference : English Language Pg. 11
Keywords: Summarize, important information, main ideas

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Engage learners in a conversation. Word cards,
E.g., sentence cards,
1. how did you spend your christmas holidays? letter cards,
2. Is it more fun than being at school? handwriting on a
manila card
Explain to learners that when you are telling your
colleagues how you spent your holidays, you don’t say
everything and you don’t tell them what happened every
minute.
- rather you give a summary and you share the most
important information.

Share performance indicators with learners and introduce

the lesson.
PHASE 2: NEW Read a story as learners listen and pay attention to the
LEARNING important parts.

Read the story and have learners follow along.

After reading, ask learners questions about the story to

bring out the most important parts.

Have learners read a variety of passages/story and identify

the main ideas in it.

Guide learners to analyze and decide what is important.

o Do not write the same words as the author.
o Think and write in your own words.
o Ask, “What is the whole write up about?”

Restate or map out the gist/main idea and key details.

Restate the main ideas in own words.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Week Ending: 30th SEPT, 2022 DAY: Subject: English Language
Duration: 50MINS Strand: Literature
Class: B7 Class Size: 35 Sub Strand: Reading of Poems
Content Standard: Indicator: Lesson:
B7.5.1.1: Demonstrate understanding of how
B7.5.1.1.2. read fluently with appropriate 1 of 1
various elements of literary genres contribute to
meaning voice modulation
Performance Indicator:
Core Competencies:
Learners can read fluently with appropriate voice
Communication and Collaboration, Personal
modulation
References: English Language Curriculum Pg. 35-36

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: NEW Introduce learners to their reading material, cockcrow. Word cards,
LEARNING Allow learners to glance through and analyze it carefully. sentence cards,
What is the title of the book? letter cards,
What stories does the book contain? handwriting on a
Are the stories drama, narrative, poetry or prose? manila card

Put learners into groups for them to read.

Turn your books to Debbie, Sandy and Pepe.

Model the poem by reading it line by line. Ask learners to follow as

you read. Make sure you stress the important words and pause
often to see if learners are following. Make sure you put some
extra stress on the rhyming words.

Ask learners to work in pairs. Tell them to practice all the verses of
the poem, paying attention to the stress, the punctuation and
rhyming words.

Assessment
After some time, invite some of the pairs to come to the front of
the class and read the poem.
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Home work
Learners to list all the rhyming words in the poem and use them in
sentence.