WEEKLY LESSON NOTES

WEEK 8
Week Ending: 21 st
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 8
Week Ending:21 June,2024
st 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 Penicillin is one of the greatest of the wonder drugs. It has saved Curriculum basic
thousands of lives already and will save more in the
(preparing the brain 7-9, page 11,
future. .Unfortunately it has no effect at all on most of the ills on
for learning) The Guide
mankind. Penicillin is a very good drug, but it is certainly not the cure at
all. English language
What is the main or Now that you have identify the main idea, write down six steps you will page B7 page
central idea of a take in identifying central idea in texts. 192, printed
text? passages.

Introduction
Every message (oral or written) has a main idea or central idea. Main
idea is what your mind tells you the message is about or the key thing
your mind tells you the message about.
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 Identify what the message implies in this passage.
including Do you wear glasses? Make sure your glasses fit well. The
assessment) 40 earpieces should be at eye level. Do not try to adjust the
minutes
earpieces yourself. Take your glasses for adjustments to the place
you bought them from. Keep your glasses in a case when you are
not wearing them. This will prevent scratches. Keep the lenses
clean. A soft cloth is best for cleaning..

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

WEEK 8
Week Ending: 21 June, 2024
st 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 8
Week Ending: 21 June, 2024
st 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. 2.5 Write articles on given issues Lesson: 4
B7.4.2.2 apply writing skills to specific life for publication in class and club magazines.
situations

Performance Indicator: : learners can write well 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 32, Excellence English language book 7 page 247 and
261

Phase/Duration Learners Activities Resources

PHASE 1: English
STARTER Learners read different news-papers in the class. Curriculum basic
Learners identify articles in the newspapers.
(preparing the brain 7-9, page 32,
for learning) Learners determine the topic of the articles. English basic 7
Learners write the Learners examine the written articles. excellence
features of Learners share their thoughts on the article. English language
articles in their Learners identify some key expressions the writer used to page 247 and
note books and make his/her written piece enjoyable. 261, newspaper
state why it is Learners share those expressions with the class. articles.
important to Copy your article into your class work book.
include the
features of article
when writing an
article.
PHASE 2: NEW Introduction
LEARNING Each group will be given pictures of printed articles.
(new learning What is the name of this type of write-up?
including Identify the features in the write-up?
assessment) 40
minutes Main teaching
In your word define an article.
Learners give feedback to facilitator.
Facilitator ask learners to write their answers on sticky notes
and paste them on manila cards in the class.

Assessment
In groups write an article for publication in a local newspaper on
the topic ‘Benefits and misuse of Mobile phones in Modern life.

PHASE 3: Learners talk about how to write an article to be published in the

REFLECTION newspaper.
 WEEKLY LESSON NOTES
WEEK 8
st
Week Ending: 21 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