Week Ending
Friday, 15 May 2026
Backdated
Week & Term
Week 4
·
Term 3
Class Teacher
PHILIP BOADU
Bilingual Format: Teacher instructions are in English, while learner-facing content is in Akan (Asante Twi).
Strand
2.
LISTENING AND SPEAKING
Sub-Strand
2.
LISTENING COMPREHENSION
Content Standard
Demonstrate
Indicator
Listen to a level-appropriate text attentively and identify key information.
Performance Indicator
Listen to a level-appropriate text attentively and identify key information including the speaker's purpose, main ideas, and supporting points.
Core Competencies
Critical Thinking and Problem Solving (CP)
Communication and Collaboration (CC)
Key Words
Asɛm (message)
Botae (listening)
Nkitahodoɔ (main idea)
Obi tirim mu (someone's intention)
Akɔkɔbɔ (supporting point)
Nteasee (listening)
Asɛm titire (key information)
Akoma mu (main idea)
Teaching / Learning Resources (TLR)
Textbook
Audio recordings
Exercise book
References
Ghanaian Language Curriculum
Teachers Resource Pack
Learners Resource Pack
Lesson Activities by Day
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- 1Recall prior listening experiences and identify what speakers communicate for different purposes
- 2Ask learners: Akɔkɔ yi no, obi amma mo asɛm bi yoo? (Recently, did someone tell you something important?) Learners whisper their example to a partner and one volunteer shares aloud — listen for whether they remember a message that informed, instructed, or persuaded them
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- UNDERSTANDING SPEAKER'S PURPOSE AND MAIN IDEAS
- 1Play the audio recording from the Textbook (Akan folk story about Kwaku Ananse visiting the village chief to ask for help). Learners listen once with closed eyes, then you explain in simple Akan: Kwaku Ananse de ne nkra kɔ ɔhemaa nkyɛn sɛ ɔbɛboa no. (Kwaku Ananse went to the chief to ask for help.) Ask: Obi de nkra kɔ sɛ nkra dɛn? (What did Ananse ask for?) Learners write one word in Exercise books — check three responses aloud
- 2Learners listen to the same recording a second time and identify: Ɔhemaa pae asɛm no den? (What did the chief say in reply?) Pair learners to discuss their answer in Akan, then a girl from the front row shares her answer with the class. Write the chief's main response on the board in Akan to make the purpose visible. Use Textbook during the task
- 3Struggling learners: listen only to the first 90 seconds of the recording and answer the purpose question aloud with teacher guidance before pair work.
- IDENTIFYING SUPPORTING POINTS IN A MESSAGE
- 4Provide a short scripted dialogue in the Exercise book: Yaw kyɛ Ama sɛ ɔguan kɔ sɔ ɛko a, ɛno enti Ama mmom so asɛm bi mma Yaw. (Yaw told Ama not to go to the farm because of one reason; that reason is the main point.) Read aloud, then ask learners: Nea Yaw de asɛm no aba sɛ nkitahodoɔ no den? (What was Yaw's main idea — why did he warn Ama?) Learners raise hands; accept three answers and circle the correct reason on the board
- 5Learners work in pairs using the Textbook example about a market trader (Ama) who warns Kofi about buying spoiled plantain. Each pair identifies: Nkitahodoɔ ben a Ama de aba no, ne akɔkɔbɔ abiɛsa ahorow den? (What is Ama's main warning and name three reasons she gave?) Pairs write two reasons in their Exercise books and one representative from each group reads aloud — validate correct supporting points
- 6Struggling learners: work with a teacher-prepared checklist of three supporting points and simply tick which ones Ama mentioned instead of writing.
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- 1Textbook
- 2Audio recordings
- 3Exercise book
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- 1Learners listen to a 40-second recorded message (Akan audio clip of a health worker advising on drinking water) and stand when they hear the main purpose. Replay once, then ask: Asɛm no de den amanneɛ? (What is the message about?) A volunteer answers in Akan
- 2Learners pair-check by asking their partner: Asɛm no so akɔkɔbɔ baako aboa wo a, ɛnuom? (If the message has one supporting point, what is it?) Partners whisper answers to each other and show thumbs up if they agree
Exercise
- 1Listen to the audio clip one final time. Write in your Exercise book: (1) Obi de asɛm no aba sɛ nkra den? (What is the speaker asking you to do?), and (2) Nea asɛm no so akɔkɔbɔ a wote bɔ no, ɛnuom ɛbaako? (Name one reason the speaker gave for that). Acceptable answers must include a clear purpose and at least one supporting point
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- 1Identify the speaker's intent, enthusiasm, and main ideas from a previously heard text
- 2Play the audio recording of yesterday's text (Ama's market buying story) once. Ask learners: Aman no hwɛ na de asɛm no reba aseɛ? (What was Ama's main reason for the message?). Learners hold up fingers 1–3 to show their choice from a printed intent chart on the board
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- IDENTIFYING SPEAKER INTENT AND SUPPORTING POINTS
- 1Play the audio recording a second time using the Textbook audio file. Give learners a simple 3-row chart: Odiyifo no asɛm (Speaker's message), Akoma mu (Main idea), Nkunim (Supporting point). Learners listen and write one word or short phrase in each row in their exercise books as they hear the text
- 2Ask one volunteer from the back to read aloud their main idea entry. Confirm if it matches the speaker's core message (e.g., 'Ama bought plantains for selling'). Ask: Nkunim bi na ɛka akoma mu no ho? (What detail supported that main idea?). Call on a learner who is still building confidence to answer with your guidance. Use Textbook audio recording (Ama's market story) during the task
- 3Struggling learners: provide a partially filled chart with the main idea already written; they fill in only the supporting point. Fast finishers: identify two supporting points instead of one.
- ASSESSING SPEAKER ENTHUSIASM AND MESSAGE PURPOSE
- 4Play the audio one final time. Distribute the Learners Resource Pack listening guide with four purpose statements: (A) To inform, (B) To persuade, (C) To instruct, (D) To entertain. Learners circle the correct purpose based on what the speaker was trying to do (Asɛm no yɛɛ sɛ: De odiyifo no pɛ sɛ ɔkyerɛ nnipa no asɛm a ɔwɔɔ.)
- 5Show a passion scale on the board (1 = No passion, 5 = Very passionate). Learners hold up the same number of fingers to rate the speaker's enthusiasm. Ask: Asɛm no mu, odiyifo no bu akokosɛm ɛn? (Did the speaker's voice show they cared about this?). Select a girl who has not yet contributed to justify her rating using one sentence
- 6Struggling learners: mark purpose and enthusiasm with a simple yes/no checklist instead of a scale. Advanced learners: explain which words or tone in the speaker's voice showed their passion.
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- 1Textbook audio recording (Ama's market story)
- 2Audio recordings of market scenarios
- 3Learners Resource Pack listening guide
- 4Exercise books
- 5Intent and emotion cards (printed on cardstock)
- 6Passion scale poster
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- 1Learners form pairs and share one key information point they identified (intent, main idea, or supporting point). Partners check if their partner's answer matches what was heard. A representative from five pairs reports back to the class
- 2Learners rate themselves on a thumbs scale: Thumbs up = I can identify key information easily, Thumbs middle = I need a little more help, Thumbs down = I need more practice. Acknowledge all responses without judgment and note learners needing follow-up
Exercise
- 1Play a short 30-second audio clip from the Textbook recording (a different market scenario: Yakubu buying fish from a trader). Learners write one sentence in their exercise books answering: What was the speaker's main purpose—to inform Yakubu about fish prices, to persuade him to buy, or to instruct him on how to cook? Write your answer and one reason why
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Class Teacher
PHILIP BOADU
Head Teacher
Signature & Date
SISO / Circuit Supervisor
Signature & Date
