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English Language · B5

Term 3 · Week 4 · 1.50 credits · GHS 0.75

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Lesson Note - English Language

St Theresah R/C

Weekly Lesson Plan

Basic 5 · Term 3

English Language

Lesson 1 of 1

Week Ending

Friday, 15 May 2026 Backdated

Week & Term

Week 4 · Term 3

Class Teacher

Matilda Agyare

Subject

English Language

Class

Basic 5

Class Size

Duration

30 mins

Week No.

Week 4

Content Standard & Indicator

B5.1.7.1.4

Content Standard

Use strategies to process meaning from texts

Indicator

Use background knowledge to understand and build

Performance Indicator

Learners will identify and use background knowledge to understand the main idea and details in a spoken text about a Ghanaian market scenario.

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 (10 mins) New learning + assessment	Resources	Phase 3: Plenary (3 mins) Reflection + exercise
Wed 13 May 2026	1Recall prior experiences and knowledge related to market activities to prepare for listening comprehension 2Ask learners: What do you know about shopping at Makola Market or your local market? Learners share one word or short phrase with a partner, then volunteers call out their answers chorally	BUILDING BACKGROUND KNOWLEDGE FOR THE TEXT 1Read aloud a short passage from the Reading materials about Kofi and Abena selling vegetables at Kejetia Market in Kumasi. Ask learners to listen carefully and picture the scene in their minds. After reading, ask: Where does this story happen? What are Kofi and Abena doing? Learners write one sentence in their Exercise books using words from the text 2Distribute the Dictionary and ask learners to find the meaning of two market-related words you select from the passage (e.g., 'vendor', 'stall'). Pairs read the definitions aloud to each other and discuss how these words help them understand what is happening in the market story 3Struggling learners: provide the definitions already written on the board and have them match words to meanings instead of searching the Dictionary.	1Textbook 2Dictionary 3Reading materials 4Exercise book	1Learners turn to a partner and explain in their own words: Why is it helpful to know about markets before listening to a story about one? Partners take turns speaking and listening 2Ask the class: Show thumbs up if you think about what you already know when you listen to a story. Show thumbs down if you do not. Discuss briefly why knowing background helps us understand better Exercise 1Tell learners a new short story about Yakubu buying kenkey at a local chop bar. After listening, learners write two sentences in their Exercise books answering: What did Yakubu do? How did your knowledge of chop bars help you understand the story?
Tue 12 May 2026	1Identify prior knowledge that helps understand a spoken passage about a familiar Ghanaian community activity 2Show learners a picture of a Makola Market scene. Ask: What do you already know about markets in Ghana? Learners whisper answers to a partner, then one volunteer shares aloud	CONNECTING BACKGROUND KNOWLEDGE TO A SPOKEN STORY 1Read aloud a short passage from the Textbook about Kwame helping his father sell kenkey at a roadside stall. Pause after each sentence. Ask learners: What have you seen or done that is similar to this? Learners write one sentence in their Exercise book linking the story to their own experience 2Distribute the Reading materials containing the same passage. Ask learners to underline three words or phrases they did not know before listening (e.g., 'stall', 'profit'). Guide learners to use context clues from the passage and their background knowledge of markets to guess the meaning. One representative from each group shares their guesses; confirm correct meanings using the Dictionary together 3Struggling learners: provide only two words to find and explain. Pair them with a stronger peer to discuss meanings.	1Textbook 2Dictionary 3Reading materials 4Exercise book	1Ask the class: How did knowing about markets help you understand Kwame's story? Learners turn to a partner and explain in one sentence; volunteers share aloud 2Call on one learner from each row to state one new word they learned and how their background knowledge helped them guess its meaning Exercise 1Listen as your teacher reads a short sentence about a chop bar seller in Accra. Write two sentences: one that retells what you heard, and one that explains what your own experience with food sellers helped you understand about the story in their exercise books.
Fri 15 May 2026	1Recall prior knowledge about market trading practices to activate understanding for listening comprehension 2Ask learners to name three items sold at Makola Market and state their typical prices in GH₵. Learners whisper answers to their partner first, then one volunteer shares aloud	PROCESSING MEANING FROM A MARKET TRANSACTION TEXT 1Read aloud a 90-second spoken text about Ama, a cassava trader at Kejetia Market who sells to chop bar operators. Learners listen without writing. Pause after three key sentences and ask: What do you already know about cassava trading? Use the textbook picture to support their understanding. Learners discuss with their partner what they heard 2Distribute the reading materials containing the written transcript of the same market text. Learners read along silently as you read aloud again, pointing to key words. Ask: How did your knowledge of markets help you understand what Ama does? What background knowledge helped you? Learners write two sentences in their exercise book explaining one piece of prior knowledge they used 3Struggling learners: work with only the first half of the text and answer with one sentence. Fast finishers: explain how understanding Ama's job helps them predict what she will do next in the story.	1Textbook 2Reading materials 3Exercise book 4Dictionary	1Ask a learner from each pair to share one sentence from their exercise book about the background knowledge they used. Record three examples on the board and read them aloud chorally as a class 2Learners give a thumbs up if they felt their prior knowledge helped them understand the listening text, thumbs sideways if they were unsure, or thumbs down if they found it difficult. Ask one learner from each group to explain their choice in one sentence Exercise 1Learners listen to a new 60-second spoken text about Kofi buying plantain at Techiman Market. They write in their exercise books: What background knowledge about markets or money did you use to understand this story? Write two sentences

Class Teacher

Matilda Agyare

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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