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English Language · B8

No term · Week 15 · 1.00 credits · GHS 0.50

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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

Thursday, 09 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

6. Conversation/Everyday Discourse

Content Standard & Indicators

B8.1.1.1.1 B8.1.1.1.2

Content Standard

Demonstrate use of appropriate language orally in specific situations

Indicator 1 B8.1.1.1.1

Use appropriate register in everyday communication Communication and Collaboration (informal and formal) with diverse partners on grade-level topics/texts/issues

Indicator 2 B8.1.1.1.2

Ask and respond to specific questions with elaboration by making comments that contribute to texts, issues or topics under discussion

Performance Indicator

Learners will identify and use appropriate register (informal and formal language) when speaking to different partners in everyday communication situations

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
Thu 09 Apr 2026	1Identify differences between informal and formal language in everyday speech 2Play two 30-second audio clips or read two conversations aloud: (1) Kwesi chatting with his friend Yaw at the football pitch about yesterday's match, using 'Bro, that goal was fire!'; (2) Ama speaking to her headmaster requesting permission for a school trip, using 'Good morning sir, I would like to request permission to attend the educational tour next week.' 3Ask learners to turn to a partner and whisper: Which conversation sounded like friends talking? Which sounded more respectful? Learners raise hands to share one word.	RECOGNISING INFORMAL VS FORMAL REGISTER 1Read aloud three short dialogues using the Textbook. Dialogue 1: Kofi and his mate Yakubu buying kelewele at the market stand ('Eh, this one sweet o, give me more!'); Dialogue 2: Abena speaking to a travel agent booking a trip ('I would appreciate information about your tour packages, please'); Dialogue 3: Kwame ordering food at a chop bar ('Sister, one plate of waakye and shito make strong'). Learners listen and write I (informal) or F (formal) next to each in their Exercise books. 2Ask volunteers to read one dialogue aloud matching the register. Ask: What words told you if it was informal or formal? Learners call out examples (e.g. 'make strong', 'would appreciate', 'sister'). 3Learners work in pairs using the Dictionary to find three informal slang words and three formal alternatives (e.g. informal: 'guys'; formal: 'gentlemen'). One pair shares their list aloud.	1Textbook 2Dictionary 3Exercise book 4Reading materials	1Display or write two sentences on the board: 'Yo fam, that film was banging!' and 'I thoroughly enjoyed the film.' Learners stand if informal, sit if formal. 2Learners whisper to their partner one situation where they would use informal language and one where they would use formal language (e.g. informal: talking to friends at school; formal: speaking to a teacher or chief). Exercise 1Learners write one sentence in informal register (talking to a friend about a trotro ride) and one in formal register (requesting a favour from an elder or teacher). Compare the differences in tone, vocabulary, and politeness.
Fri 10 Apr 2026	1Identify open-ended questions that prompt elaboration in everyday conversations about texts and cultural issues 2Display three conversation exchanges on the board: one with yes/no questions, one with open-ended questions (why, how), one with mixed. Learners identify which exchange allows for more detailed responses. 3Ask: When Akua asks Kofi 'How can we preserve our Ghanaian cultural practices?', what kind of answer does she expect — short or detailed? Learners whisper their answer to a partner and one pair shares.	ASKING AND RESPONDING WITH OPEN-ENDED QUESTIONS ON CULTURAL TOPICS 1Read aloud from the Textbook a sample dialogue about December harmattan season in Ghana. Highlight three open-ended questions (Why does harmattan bring dust? How can communities prepare? What can we do to help farmers?). Learners underline these questions in their Exercise books and write one reason why each question needs a detailed answer. 2Arrange learners in pairs. Distribute Reading materials with a short text about a Ghanaian festival (e.g., Homowo or Adwira). Each pair identifies one yes/no question and rewrites it as an open-ended question using 'Why' or 'How'. One representative from each pair reads their new question aloud. 3Conduct a whole-class discussion: Kofi asks 'How can young people learn about our traditions?' Invite three learners to give different elaborated responses. Use Dictionary to clarify any unfamiliar words related to cultural practices during responses.	1Textbook 2Dictionary 3Reading materials 4Exercise book 5Topic cards (peace, patriotism, market trading, cultural practices)	1Learners form small groups of three. Each group receives one topic card (e.g., 'peace and patriotism' or 'market trading'). Groups create one open-ended question and prepare an elaborated response, then one group presents to the class. 2Whole class: Learners raise thumbs up if they can ask an open-ended question that requires elaboration, thumbs sideways if unsure, thumbs down if they need more practice. Exercise 1Ask one learner to pose an open-ended question about a Ghanaian cultural practice to the class, and ask three different learners to give elaborated responses that contribute meaningfully to the discussion.

Class Teacher

Kassim Abdul-Ganiu

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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