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Ghanaian Language · B7

Term 3 · Week 5 · 3.00 credits · GHS 1.50

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Lesson Note - Ghanaian Language

DOKYIWA COMMUNITY M/A JHS

Weekly Lesson Plan

JHS 1 (B7) · Term 3

Ghanaian Language

Akan (Asante Twi)

Lesson 1 of 1

Week Ending

Friday, 22 May 2026 Backdated

Week & Term

Week 5 · Term 3

Class Teacher

PHILIP BOADU

Subject

Ghanaian Language Akan (Asante Twi)

Class

JHS 1 (B7)

Class Size

Duration

50 mins

Week No.

Week 5

Bilingual Format: Teacher instructions are in English, while learner-facing content is in Akan (Asante Twi).

Strand

2. LISTENING AND SPEAKING

Sub-Strand

6. PRESENTATION — EVERYDAY EXPERIENCE

Content Standard & Indicator

B7.2.6.1.1

Content Standard

Understand

Indicator

Describe daily activities using appropriate register, structure and gestures for the contest being presented. the main ideas and supporting points in texts

Performance Indicator

By the end of the lesson, learners can demonstrate understanding of Describe daily activities using appropriate register, structure and gestures for the contest being presented. the main ideas and supporting points in texts.

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 (16 mins) New learning + assessment	Resources	Phase 3: Plenary (5 mins) Reflection + exercise
Mon 18 May 2026	1Ask learners to recall one idea from the previous Ghanaian Language lesson and share it with a partner. 2Write two short starter questions on the board about Describe daily activities using appropriate register, structure and gestures for the contest being presented. the main ideas and supporting points in texts and let pairs discuss before answers are shared.	LISTENING AND SPEAKING / PRESENTATION — EVERYDAY EXPERIENCE 1Use Textbook to model Lesson 1 on Describe daily activities using appropriate register, structure and gestures for the contest being presented. the main ideas and supporting points in texts with one clear Ghanaian example on the board 2Let learners work in pairs or small groups to practise Describe daily activities using appropriate register, structure and gestures for the contest being presented. the main ideas and supporting points in texts in their exercise books while the teacher moves round to support 3Invite selected pairs or groups to present briefly and allow classmates to add one correction or one extra point. Use Textbook during the task. 4Use inclusive support and differentiated prompts for mixed ability learners.	1Textbook 2Audio recordings 3Exercise book	1Ask learners to state the main idea learnt today and record two key points on the board. 2Learners tell a partner one thing they understood well and one part they need more help with. Exercise 1Learners answer one written question on Describe daily activities using appropriate register, structure and gestures for the contest being presented. the main ideas and supporting points in texts in their exercise books before the lesson ends.
Tue 19 May 2026	1Recall daily activities performed at different times of the day using Akan vocabulary 2Show three pictures of daily activities (morning school preparation, classroom learning, afternoon home chores) without words. Ask learners to point and name each activity aloud in Akan — Ama berɛ (sweeping), Kofi suakwa (studying), Akua didi (cooking)	DESCRIBING DAILY ACTIVITIES WITH GESTURES AND DETAIL 1Play the audio recording from the Textbook (Track B7.2) where speakers describe their morning routine from waking to arriving at school. Learners listen and write three activities they hear in their Exercise books using Akan words: wie a yaw ba no, berɛ, hyɛ adidibea. After listening, call on representatives from three different ability groups to share one activity they recorded 2Invite learners to stand and physically demonstrate one activity they do after school (e.g. Kwame plays football — Kwame bɔ akɔn; Efua washes plates — Efua hwie kuruwa). As each learner demonstrates, the class repeats the Akan sentence chorally three times to reinforce vocabulary and register. Teach explicit gestures: hand to forehead for thinking, hands together for praying, feet stepping for walking — and link each gesture to the activity described. Use Textbook (Track B7.2 audio recording) during the task 3Struggling learners: provide a picture card with three labelled Akan activities (wie, berɛ, kɔ sukuu) to copy and use. Fast finishers: describe a full sequence of three activities in one longer sentence using connectors like 'na akyiri' (then after).	1Textbook (Track B7.2 audio recording) 2Exercise books 3Picture cards (morning, afternoon, evening activities)	1Learners stand in a circle. Teacher calls out a time of day in Akan (e.g. 'Anadwo!' or 'Abɔfoɔ!') and each learner calls out one activity they do at that time, using complete Akan sentences with gesture. Repeat for morning, afternoon, and evening 2Ask learners to rate their confidence on describing daily activities by showing fingers 1–5. Those showing 1–2 fingers are paired with a peer showing 4–5 to share one daily activity together using gestures Exercise 1In your Exercise book, write three daily activities you do in the morning in Akan with appropriate register and detail. Example: Anadwo no, me din din pa ara. Me din din pa ara — I eat a good breakfast in the morning. Learners present one sentence aloud with supporting gesture
Wed 20 May 2026	1Recall the sequence of daily activities from the previous two lessons and prepare to present them with appropriate gestures 2Ask learners to stand and act out three key moments from their day without speaking: waking up, eating breakfast, and arriving at school. Observe their gestures and call on two volunteers to mime their sequence while others guess the activities	PRESENTING DAILY ACTIVITIES WITH STRUCTURE AND GESTURES 1Play an audio recording from the Textbook of a speaker describing their morning routine in Akan (Anadwo me din de Ama. Maakye, memaa ase. Edidi anannum no, me maame de nom ase.). Learners follow along in the Textbook and identify the three activities mentioned. Replay once more and ask learners to repeat the sentence pattern chorally 2Learners work in pairs to develop a three-sentence description of one time period using the Textbook exemplar structure. Each pair writes their sentences in their Exercise book, using the pattern: 'Me din de [name]. [Time period], me [verb + activity].' Pairs rehearse with exaggerated gestures (pointing to body parts, miming actions). Call on one representative from each pair to present their activity sequence to the class while performing gestures 3Struggling learners: provide a sentence frame card with blanks to fill (Me din de ___. Anadwo, me ___ ase.). Pair them with a stronger peer for gesture rehearsal.	1Textbook 2Audio recordings 3Exercise book	1Learners stand in a circle. Each volunteer presents one daily activity in Akan using a full sentence and one relevant gesture. Peers give a thumbs up if the register (tone) and structure are appropriate 2Learners whisper to their neighbour one activity they learned from today's presentations. Ask four volunteers to share aloud what their neighbour told them, reinforcing peer learning Exercise 1Learners write or dictate two sentences in their Exercise book describing what they do in Awia (daytime), using the structure learned: 'Awia, me [verb + activity]. Me [second activity] nso ase.' Teacher collects books to assess use of appropriate verb structure and clarity

Class Teacher

PHILIP BOADU

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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