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- 1Recall prior listening experiences and identify the purpose of active listening in everyday conversations.
- 2Ask learners to think of a recent conversation they overheard at home or in the market (e.g. a trader and customer at Makola Market discussing prices). Invite three learners to whisper their example to a partner, then share one detail they remember.
- 3Display the question on the board: What do you need to listen for when someone speaks to you? Learners call out answers (words, mood, message, tone) and you write them on the board as a quick checklist.
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- UNDERSTANDING DIALOGUE AND SPEAKER INTENT
- 1Play or read aloud a short level-appropriate dialogue from the Textbook (e.g. a conversation between Kofi and Ama discussing a school project). Learners listen once and write down in their Exercise book the names of the speakers and one main thing they are talking about.
- 2Ask learners to identify the tone of each speaker (happy, worried, excited, confused) using clues from the words used. Pair learners and ask them to compare their answers using the Reading materials as reference if needed. A volunteer from one pair shares their observation with the class.
- 3Struggling learners: listen to the dialogue a second time and choose the tone from three options (happy, sad, angry) provided on the board.
- IDENTIFYING KEY INFORMATION AND IMPLICIT MEANING
- 4Play or read the same dialogue again. This time, learners note three pieces of key information: what the speakers want, how they feel about it, and what they decide to do. They write answers in their Exercise book using the Dictionary to check any unfamiliar words.
- 5Learners work in pairs to compare what they wrote and discuss whether the speakers agreed or disagreed. Ask one representative from each pair to state one agreement or disagreement they found. Confirm correct responses and clarify any misunderstandings.
- 6Struggling learners: underline only the most important sentence in the dialogue and explain why it is important to the listener.
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- 1Textbook
- 2Reading materials
- 3Exercise book
- 4Dictionary
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- 1Ask learners to whisper to their neighbour one piece of key information they remember from the dialogue. Invite two learners to state their answer aloud.
- 2Learners show their confidence level by raising fingers 1–5: How well could you identify the message, mood, and tone of the speakers? Acknowledge effort and preview Day 2 practice.
Exercise
- 1Listen to a short new dialogue (read aloud by you once). Learners write: (1) Who are the speakers? (2) What is the main message? (3) What mood or tone did you hear in their voices? Use one sentence for each answer in your Exercise book.
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- 1Learners will recall the characteristics of active listening from Day 1 and identify non-verbal cues that signal attention
- 2Ask learners to show with gestures what good listeners do: facing the speaker, maintaining eye contact, nodding, taking notes. Invite a confident learner to demonstrate one gesture to the class.
- 3Display three picture cards showing: (1) a learner looking at the speaker with a notebook, (2) a learner looking away from the speaker, (3) a learner writing while listening. Learners vote thumbs up for good listening behaviour and thumbs down for poor behaviour.
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- UNDERSTANDING MESSAGE AND MOOD IN MULTI-SPEAKER DIALOGUE
- 1Read aloud a 2-minute scripted dialogue from the Textbook between Kofi (a concerned student) and Ama (a confident peer) discussing a failed exam. Learners listen silently without notes. Ask: What is the main message—what problem does Kofi have? What is Kofi's mood—is he angry, sad, or worried? Learners whisper their answers to a partner, then one representative from each pair shares aloud.
- 2Distribute the same dialogue text printed in the Reading materials. Learners underline in their Exercise books the exact words or phrases that show Kofi's mood (e.g. 'I failed', 'I don't understand', 'What will my parents say?'). Invite a learner who found key phrases to write two on the board. Confirm that these words reveal both the message and the emotional tone.
- 3Struggling learners: work with a partner and highlight only 2–3 mood-showing phrases. Fast finishers: identify both Kofi's AND Ama's moods by comparing their language.
- IDENTIFYING IMPLICIT MEANING THROUGH VOCABULARY AND TONE
- 4Play or read a new 2-minute dialogue from the Textbook between a market trader Abena and a customer Kwesi negotiating over yam prices. Learners listen and record in their Exercise books: What is NOT said directly, but what can we understand from how Abena and Kwesi speak? (e.g. Abena's tone shows she is confident in her price; Kwesi's hesitation shows doubt). Ask: Does Kwesi agree to buy? Why or why not? Pairs discuss, then share one implicit meaning each.
- 5Use the Dictionary to check the meaning of key words from Abena and Kwesi's dialogue (e.g. 'negotiate', 'hesitate', 'firm'). Learners copy one sentence from the dialogue into their Exercise book and rewrite it using the Dictionary definition to explain what is happening beneath the surface. Select a boy from the front row to read his rewritten sentence aloud.
- 6Struggling learners: focus on what the characters SAY directly first (Who sells? Who buys? How much?), then identify ONE implied feeling.
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- 1Textbook
- 2Reading materials (printed dialogues)
- 3Exercise book
- 4Dictionary
- 5Picture cards (listening behaviours)
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- 1Learners work in pairs: one partner whispers a single sentence with a hidden emotion (happy, angry, or confused tone), and the listener identifies the mood without looking at the speaker's face. Pairs swap roles. Call on three pairs to share what mood they detected and why.
- 2Display a checklist on the board: (1) I listened without interrupting, (2) I identified the main message, (3) I noted the speaker's mood, (4) I found implicit meaning in the words. Learners rate themselves on each point using fingers 1–5. Invite a confident learner to explain one point to the class.
Exercise
- 1Play or read a new 90-second multi-speaker dialogue from the Textbook featuring Yaw (worried) and Adwoa (helpful) discussing a lost school document. Learners write in their Exercise books: What is the main message? What is Yaw's mood and what words show it? What does Adwoa imply by offering to help—what is she really saying about friendship?
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- 1Recall key information and personal responses from a previously heard text to prepare for discussion
- 2Ask learners: What was the story about Ama's market visit that we listened to on Tuesday? Learners whisper their answer to a partner, then one representative from each pair shares one key detail aloud.
- 3Display three pictures (a market scene, a radio, and a person talking) on the board. Learners point to the picture that shows how we gather information by listening, then explain chorally why listening is important for understanding stories.
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- IDENTIFYING KEY INFORMATION FROM EXTENDED LISTENING
- 1Read aloud (or play a recording of) a 3-minute news report about a new community borehole project in a village near Tema. Learners listen silently, then write down three key facts (who, what, where) in their exercise books using the Textbook as a reference for format. A volunteer from those who finished first writes one fact on the board while others check their work.
- 2Distribute the Reading materials containing a simplified transcript of the same news report. Learners read in pairs and underline all the main ideas with a pencil. Ask a girl who has not yet contributed to share one main idea with the class, then ask another learner to explain why that information is important to the community.
- 3Struggling learners: provide a graphic organizer with boxes labeled 'Who', 'What', 'Where' to fill in during listening. Fast finishers: listen again and identify two pieces of supporting detail (how/why) and write them in their books.
- DISCUSSING IDEAS AND SUPPORTING OPINIONS WITH EVIDENCE
- 4Display the question on the board: Do you think this borehole project is good for the village? Why? Learners think silently for 30 seconds, then discuss with their partner, using one sentence of opinion and one reason from the news report. Select representatives from three different pairs to share their opinions aloud while you write key phrases on the board.
- 5Organize learners into four small groups. Assign each group one statement from the Dictionary of key quotes from the news report (e.g., 'Water is life'). Groups discuss: Do you agree or disagree with this statement based on what we heard? Each group appoints a speaker who presents their opinion and one piece of evidence to support it.
- 6Struggling learners: work with a partner who is stronger, and the partner helps them frame one opinion sentence before sharing. Fast finishers: create a second opinion based on a different viewpoint and justify it with two reasons from the text.
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- 1Textbook
- 2Dictionary
- 3Reading materials
- 4Exercise book
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- 1Learners stand in a circle. You read a statement from the news report aloud. Learners who agree move one step left; those who disagree move one step right. Select a learner from each group to explain their choice in one sentence using the phrase 'I think... because...'
- 2In their exercise books, learners write one sentence completing this frame: 'The most important information I heard today was _____ because _____.' Pairs swap books, read each other's sentence, and give a thumbs up if the reason matches the content.
Exercise
- 1Listen as your teacher reads a short paragraph about Kofi's family business (selling charcoal at Makola Market). Write down two key facts and one opinion about whether Kofi's work is important. Be ready to share your opinion with a reason from the paragraph.
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