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TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 4
Week Ending: 7th OCT, 2022 Period: Subject: English Language
Duration: 60 MINS Strand: Oral Language
Class: B7 Class Size: Sub Strand: Long vowels
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 (long 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.

Recap with learners to find out they already know about

vowels.

Share the performance indicators with learners and

introduce the lesson.
PHASE 2: NEW Revise with learners on the meaning of a vowel. Word cards,
LEARNING sentence cards,
Mention and write some words on the board and letter cards,
guide learners to identify vowels in the words. handwriting on a
manila card
Review learners understanding in using short vowels
in writing.

Introduce learners to the usage of long vowels.

Demonstrate to learners how each of the long

vowels are formed.
Example:
The letter ‘a’ can make a long sound, as in cake, when it
is followed by a consonant and silent e. Sometimes, this
pattern is called VCe. That stands for Vowel + Consonant
+ Silent e.

Have learners to produce the vowel sounds in their

local language. e.g. /a/, /e/, /ɛ/, and give more
examples on long vowel sounds.

In groups, students listen and repeat the sounds of

vowels one after the other.
 Guide learners to pronounce vowel sounds correctly
in connected speech.
Assessment
1. Students to list the vowel sounds of the letters of
the alphabet.
1. Students to identify vowel sounds in given 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: 7th OCT, 2022 DAY: Subject: English Language
Duration: 60 MINS Strand: Grammar
Class: B7 Class Size: Sub Strand: Reported speech
Content Standard: Indicator: Lesson:
B7.3.1.6: Demonstrate mastery of use of active B7.3.1.6.2. Demonstrate use and command of
and passive voice reported speech 1 of 1
Performance Indicator: Core Competencies:
Learners can demonstrate use and command of reported speech Communication and Collaboration, Personal
References: English Language Curriculum Pg. 18

Phase/Duration Learners Activities Resources

PHASE 1: What were you and your friend talking about before the class
STARTER started.
 What did you say?
 What did your friend say?

Have learners raise their hand to answer.

PHASE 2: NEW Point to the table on the board. Look at the table and the Word cards,
LEARNING example sentences. sentence cards,
letter cards,
handwriting on a
manila card

What do you notice?

Give learners time to examine the table and sentences.

 What are the main differences between direct and indirect
speech?
 What does ‘tomorrow’ change to in indirect speech?
 What does the simple present tense change to in indirect
speech?

There is one more difference you need to know about.

Point to ‘I’ in the first example in the column for direct speech.
Point to ‘he’ before ‘liked’ in the first example in the column for
indirect speech.
In indirect speech, often we need to change the pronoun.

Write these sentences on the board.

a. We use speech marks in ____ speech.
b. We do not use speech marks in ____ speech.
 Ask learners to work in pairs. Learners are to complete the
sentences with the words ‘direct’, ‘indirect’ or ‘direct and
indirect’.

Move around the classroom to make sure learners understand

and are doing the task.

Assessment
Write these sentences on the board: Decide if each sentence is
direct or indirect speech.
a. He explained that the village was quite near the town.
b. ‘The village is quite near the town,’ he explained.
c. ‘We will be having a test tomorrow,’ the teacher announced.
d. The teacher announced we would be having a test the
following day.
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
a. We use words like ‘the following day’ and the ‘day before’ in ____
speech.
b. We use words like ‘tomorrow’ and ‘last night’ in _____ speech.
c. We use reporting verbs like ‘say’, ‘tell’, ‘report’, ‘exclaim’ and ‘ask’ in
____ speech.
d. We use the reporting verbs in present and past tenses in _____
speech.
e. We use the reporting verbs in the simple past but not the simple
present in ____speech.
Week Ending: 7th OCT, 2022 DAY: Subject: English Language
Duration: 60 mins Strand: Writing
Class: B7 Class Size: Sub Strand: Letter Writing
Content Standard: Indicator: Lesson:
B7.4.3.1: Research to build and present B7.4.3.1.1. Identify and record information from non-text
knowledge sources organize and present it in writing 1 of 1
Performance Indicator:
Core Competencies:
Learners can compose formal writing on given topics
Communication and Collaboration, Personal Development
using appropriate format.
References: English Language Curriculum Pg. 29

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on semi-formal letters.
STARTER  When do we use the semi-formal format of letter writing?
 Have you written a letter to your Head teacher recently?
 What format did you use?

Share performance indicators with learners and introduce the

lesson.
PHASE 2: NEW Learners in groups identify and record: Word cards,
LEARNING  source information (title, author, date etc.) sentence cards,
 headings to help you identify the key topics letter cards,
 key points, examples, names, new ideas handwriting on a
 triggers to make your notes more memorable – such as manila card
mnemonics, color or drawings.
 further reading and ideas to follow up later.

Guide learners to identify and select key ideas and organize ideas
and make connections.

Learners exchange their books and proofread the writing for sense
or meaning, and effect.

Have learners represent writing in a flow chart, illustrations and

notes in other media including ICT.
PHASE 3: Reflect on and identify strengths, areas for improvement, and the
REFLECTION strategies found most helpful in understanding and creating media
texts

Use peer discussion and effective questioning to find out from

learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Week Ending: 7th OCT, 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:
Learners can read (The old Man and his Children) fluently with Core Competencies:
Communication and Collaboration, Personal
appropriate voice 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 The old Man and his Children.

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.( The old Man and his Children)
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.( The old Man and his Children)