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English Language · B8

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Lesson Note - English Language

ANA CENTRAL JHS

Weekly Lesson Plan

JHS 2 (B8) · Term 1

English Language

Lesson 1 of 1

Week Ending

Friday, 10 Apr 2026 Backdated

Week & Term

Week 15 · Term 1

Class Teacher

Kassim Abdul-Ganiu

Subject

English Language

Class

JHS 2 (B8)

Class Size

Duration

45 mins

Week No.

Week 15

Strand

6. Oral Language (Listening And Speaking)

Sub-Strand

7. Listening Comprehension

Content Standard & Indicators

B8.1.2.1.1 B8.1.2.1.2

Content Standard

Demonstrate the ability to listen to extended reading and identify key information

Indicator 1 B8.1.2.1.1

Listen to a level-appropriate dialogue/discussion by Communication and Collaboration more than one speaker attentively and identify key information

Indicator 2 B8.1.2.1.2

Listen to and discuss ideas and share opinions from a Communication and Collaboration level-appropriate text

Performance Indicator

Learners will listen to a level-appropriate dialogue by more than one speaker and identify key information including message, mood, and tone.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (7 mins) Preparing the brain	Phase 2: Main (29 mins) New learning + assessment	Resources	Phase 3: Plenary (9 mins) Reflection + exercise
Wed 08 Apr 2026	1Identify the main message in a short two-speaker conversation by listening attentively. 2Play a 30-second recording of Kofi and Ama discussing a school event. Ask learners to raise their hand when they hear the word that tells you what event is being discussed. 3Ask learners to turn to a partner and whisper one word that describes how Kofi sounded (happy, worried, excited). Collect 3 responses aloud.	LISTENING TO A MULTI-SPEAKER DIALOGUE FOR KEY INFORMATION 1Read aloud the dialogue between Yakubu, Amina, and Sena (from the Textbook, page 42) about a market trading disagreement. Learners write down in their Exercise book the one main problem the three speakers are discussing. Play the dialogue a second time and ask learners to add one detail about how each speaker felt. 2Display the Dictionary definition of 'tone' on the board: the way someone's voice sounds (angry, calm, polite, rude). Replay the dialogue and ask learners to write beside each speaker's name one word describing their tone. Pair learners to compare their answers using a checklist from the Reading materials about tone markers (speed of speech, volume, pauses). 3Struggling learners: focus on identifying only the main message and one tone word per speaker. Fast finishers: note the mood of the entire dialogue (tense, friendly, sad) and explain why.	1Textbook (page 42 — Yakubu, Amina, Sena dialogue) 2Dictionary 3Reading materials (tone markers checklist) 4Exercise book 5Audio recording of dialogue	1Ask one representative from each pair to share one tone word they identified and why. Confirm correct matches against the Textbook guide. 2Learners show thumbs up if they heard the problem clearly in the first listening, thumbs sideways if they needed the second listening to understand, thumbs down if they are still unsure. Take brief feedback from one learner at each confidence level. Exercise 1Listen to the dialogue one more time. Write in your Exercise book: (1) What is the main message in this dialogue? (2) Write one word describing the mood of the speakers. (3) Name one detail that helped you understand the problem.
Thu 09 Apr 2026	1Recall key details and main ideas from a listened text in order to prepare for discussion and opinion sharing 2Play a 60-second audio clip about Ama, a market trader in Makola Market who starts a savings scheme. Ask learners to write down three things Ama did to grow her business in their exercise books. 3Ask a learner who finished early to read their three details aloud. Confirm accuracy and ask the class to show thumbs up if they heard the same details.	IDENTIFYING AND DISCUSSING KEY INFORMATION FROM EXTENDED TEXT 1Read aloud a 3-minute story from the Textbook about Kwame, a young farmer in Techiman who introduces a new crop variety. Learners listen actively and write key information (who, what, where, why, result) in their exercise books using the Dictionary to check unfamiliar farming words. Pause after two sentences to allow writing time. 2Learners compare their key information with a partner, then discuss in pairs: Do you think Kwame made a good decision? Why or why not? Invite three pairs to share one reason each with the class, asking follow-up questions: What evidence from the story supports your opinion? 3Struggling learners: work with a simplified text from Reading materials covering only who, what, and where. Fast finishers: identify two opinions Kwame might have had and defend one using story details.	1Textbook 2Dictionary 3Reading materials 4Exercise book	1Learners stand if they agreed with Kwame's decision, sit if they disagreed, and remain still if unsure. Ask two learners from each position to state their opinion in one sentence. 2Learners write one sentence in their exercise books completing: The most important fact I learned today was ___ because ___. Volunteers read aloud their sentences. Exercise 1Listen as you read this short text: Efua heard on the radio that a new market will open near her village. She wants to start selling vegetables there. Write down: (1) What is Efua's plan? (2) Do you think she should do this? Why? Your answer should be 3–4 sentences with one reason from the text and one of your own.

Class Teacher

Kassim Abdul-Ganiu

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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