WEEKLY LESSON NOTES

WEEK 9
Week Ending: 28th June 2024 DAY: Monday Subject: English language

Duration: 60MINS Strand: Oral language

Class: B7 Class Size: 30 Sub Strand: English language
Content Standard: B7.1.3.1. Articulate Indicator: B7. Lesson: 1
English speech sounds to develop confidence
and skills in listening and speaking
Performance Indicator: learners will be able to identify and Core Competencies:
produce sounds Practices: communication and
collaboration
Critical thinking and problem solving
Presentation
References: English language curriculum basic 7-9 page 5 , The guide English language basic 7 page 99
https://bit.ly/3rX13Sz Billie English (Diphthongs in English introduction to
pronunciation),https://www.studysmaster.co.uk

Phase/Duration Learners Activities Resources

PHASE 1: Practise the sound /au/ as in out English
STARTER Now/how/wow/eyebrow/meow/shout/trout/about/without/check Curriculum basic
(preparing the brain out/workout/found/sound/round 7-9, page 5, The
for learning) Introduction Guide English
Learners play the Practice the following sentences. The highlighted parts of the language basic 7
diphthong game. words contain the sound/au/ page 99 and 100
Learners produce 1. The crowd has gathered in the town around the market Phone and
the diphthong circle. speaker, vowel
sound eg. /au/, and 2. I saw the mouse in the house, but without shouting for
chart, vowels,
mention a word help it ran away.
3. He said he found the fowl around the blue house anchor chart
that has the
diphthong (au) where the large mountain is located
examples now/
cow etc. Main Teaching
Read the following sentences and underline the /au/ words
1. When she checked out at the counter, the ground floor
was noisy.
2. How? The cow and the mouse are enjoying the food
together.
PHASE 2: NEW
LEARNING Assessment
(new learning
including Write five words that contain/au/ sound and use them to
assessment) 40
construct five sentences.
minutes

PHASE 3: Think pair share with your partner and write has many words that
REFLECTION contain/au/ sound.
 WEEKLY LESSON NOTES
WEEK 9
Week Ending:28th June,2024 DAY: Tuesday Subject: English language

Duration: 60MINS Strand: reading

Class: B7 Class Size: 30 Sub Strand: summary
Content Standard: Indicator: B7.2.2.2.1.Determime and analyse the Lesson: 2
B7/JHS/.2.2.2Demonstrate understanding of central and supporting ideas of texts
textual evidence that supports a writing
piece.

Core Competencies:
Performance indicator: learners can summarize texts. Practices: B7.2.2.1.1 Use summarising to
understand key ideas in range of texts.

References: English language curriculum basic 7-9 page 11, The guide English basic 7 page 192

Phase/Duration Learners Activities Resources

PHASE 1: Identify the central idea in the following passage. English
STARTER Curriculum basic
(preparing the brain People often refer to taxes in terms of they being much too 7-9, page 11,
for learning) high. In reality, they are probably even higher than you The Guide
think, because in addition to the company tax we are now English language
What is the main or studying, there are many other taxes including sales taxes, page B7 page
central idea of a inheritance taxes, state income taxes, personal property 192, printed
text? taxes, real estate taxes and others. These are just some of the passages.
most obvious ones.

Introduction
Every message has a topic sentence. The topic sentence is
the message that expresses or holds the main idea.
The supporting idea or supporting detail is the rest of
sentences around the topic sentence that give further or
additional information to the main idea in order to build a
meaningful message. Supporting information is found in the
form of evidence through illustrations and examples.
Main teaching

The main idea may be stated or it may be implied. If it is stated in the

text you can find the beginning, middle or end of the text. If it is
implied, then you must deduce from the text.
To find the main idea of any message (oral or written) ask these
questions:.
1. Who or what the message or text is about?
 2. What aspect or idea about the ‘who’or ‘what the messenger or
author is concerned with?

PHASE 2: NEW
LEARNING Assessment
(new learning
including Identify the topic sentence and supporting details from the
assessment) 40 passage.
minutes
The fact that electronic computers are now used for data
processing has led the general public to believe that it is a
mysterious, complicated science and that the computers are giant
brains. Both of these ideas are false l. A computer is basically just
a high-speed adding machine that performs the functions it is told
to. If the input data are varied even a little, the computer is
unable to operate until it is programmed to accept the variations.
The business operations it performs are impressive only because
of the extremely high speed of manipulation, but most of these
operations have been used for decades. Unlike man, the
computer performs repetitive calculations without getting tired or
bored.

PHASE 3: Discuss with your partner what you have learnt in class today.
REFLECTION

WEEK 9
Week Ending: 28 June, 2024
th DAY: Wednesday Subject: English language

Duration: 60MINS Strand: GRAMMAR USAGE

Class: B7 Class Size: 30 Sub Strand: Vocabulary
Content standard: B7.3..3.1 Demonstrate use Indicator: B7.3.3.1.1 Apply vocabulary Lesson: 3
of vocabulary in communication appropriately in specific context.

Core Competencies:
Performance indicator: learners can use vocabulary appropriately Practices: communication and
collaboration
Personal Development and leadership
Creativity and innovation
Critical thinking and problem solving
Presentation

References: English language curriculum basic 7-9 page 12

Phase/Duration Learners Activities Resources

PHASE 1: Learners role play a scenario: giving advice and asking for help. English
STARTER Curriculum basic
(preparing the brain 7-9, page 12,
for learning) Introduction The Guide
In what way do you There are various times and situations when we may need help English basic 7
seek advice from from others, receive request from others, disagree or agree with page 521 anchor
others? others, give advice or suggestion, express annoyance or anger, chart.
In what way do you etc.
seek assistance In such situations, there are some respectable ways of expressing
from others? ourselves when interacting in public, home or school .
Let’s learn how such situations are approached.

Main Teaching.
1. Making requests( Asking someone to do something for
you)
These are three most common ways for making requests:
Could you open the door for me, please?
Would you mind opening the door for me, please?
 Can I use your phone, please?
 Speaking tip could is more polite than can.
2. Offering To Do Something For Another person.
1. Can I help?
2. Shall I open the window for you?
3. Would you like me to answer the phone?
3. Responding to offers.
 Can I help you?
Yes please.
 Can I help you?
No, thanks.

PHASE 2: NEW
LEARNING
(new learning Assessment
including Your mom is cooking in the kitchen, you walked into the kitchen
assessment) 40 and realized your mom needs help with the cooking . Create ten
minutes lines conversation between you and your mom to show how you
are going to help her.

PHASE 3: Discuss with your partner what you have learnt in class today.
REFLECTION Learners talk about their experiences during the lesson.
 WEEKLY LESSON NOTES
WEEK 9
Week Ending: 28th June, 2024 DAY: Thursday Subject: English language

Duration: 60MINS Strand: writing

Class: B7 Class Size: 30 Sub Strand: text types and purposes
Content Standard: Content standard: Indicator: B7.1.4.2. 2.6 Create dialogues between Lesson: 4
B7.4.2.2 apply writing skills to specific life two interlocutors on different themes.
situations

Performance Indicator: : learners can create dialogues Core Competencies: communication and
collaboration
Personal Development and leadership
Creativity and innovation
Critical thinking and problem solving
Cultural identity and Global citizenship
Digital literacy
Presentation

References: English language curriculum basic 7-9 page 33 , The Guide English language basic 7 page 713-715

Phase/Duration Learners Activities Resources

PHASE 1: English
STARTER Learners design a market scene and create dialogues between Curriculum basic
(preparing the brain sellers and buyers. 7-9, page 33
for learning) What type of dialogue has taken place in the above scene? The Guide
Draw a market English language
scene include book basic 7
dialogue as sellers page 713-715,
communicate with samples of
buyers. dialogues.

PHASE 2: NEW Introduction

LEARNING A dialogue is a form of discourse, intercourse or conversation that
(new learning involves two or more people.
including Forms of dialogue
assessment) 40 Dialogue can be in three forms. These are:
minutes 1. Ordinary dialogue: This is an ordinary dialogue or
everyday intercourse that takes place during our
interaction with people.
 2. Formal dialogue: This is well-organized discourse
that takes place during our interaction with
people.
3. Dramatic dialogue: Dialogue can also take place
in a play or drama, hence the term dramatic
dialogue
Main teaching
Features of dialogue
Prelude -Prelude in a dialogue refers to the exact thing that caused
or initiated a dialogue. The prelude serves as the introduction of
the dialogue.
A dialogue does not have caption.
Quotations marks are used to indicate the speaker’s direct speech.
This is done in the indirect approach

Assessment
A teacher has a doctor friend and one afternoon had a stroll to his
house. Create a dialogue to illustrate what ensued between them.

PHASE 3: Learners talk about how to create a dialogue.

REFLECTION
 WEEKLY LESSON NOTES
WEEK 9
Week Ending: 28th June,2024 DAY: Friday Subject: English language

Duration: 60MINS Strand: literature, narrative and

poetry
Class: B7 Class Size: 30 Sub-strand:
Content Standard: B.7.1.5.1. 1. Demonstrate Indicator: Indicator: B.7.5.1. 1.3 use basic literary Lesson: 5
understanding of how various elements of devices in texts.
literary genres contribute to meaning.
Performance Indicator: learners can analyse the elements of Core Competencies:
written literature. Practices: communication and
collaboration
Personal development and leadership
Critical thinking and problem solving
Presentation
References: English language curriculum basic 7-9 page 35, Excellence English book 7

Phase/Duration Learners Activities Resources

PHASE 1: English
STARTER Learners read selected genres and identify the use of literary devices. Curriculum basic
As leaners read, learners underline new vocabularies and look out for the
(preparing the brain 7-9, page 35,
meaning in a dictionary.
for learning) English basic 7
Learners narrate a excellence
story they have English
Introduction
heard before. language, The
Leaners will be put into groups to discuss the use of literary genres.
Learners will be called to present the literary devices they identified cockcrow
commentary
176, The
cockcrow book.

Main teaching

Learners will be put into groups to work on selected poems, narratives

and drama. Learners will show pictures and summary of the poem stanza
by stanza and short stories .(Home sweet home, Oliver Twist, Dilemma
of a ghost)
PHASE 2: NEW Facilitator leads learners to read the following Drama-
LEARNING Dilemma of a ghost.
(new learning Learners are put into groups to role play the scenes in the
including
play.
assessment) 40
minutes

Assessment
Discuss the use of literary devices in the drama ‘Dilemma of a
ghost.

PHASE 3: Discuss with your partner what you have learnt in class today.
REFLECTION