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Ghanaian Language · B8

Term 3 · Week 3 · 2.00 credits · GHS 1.00

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Lesson Note - Ghanaian Language

DOKYIWA COMMUNITY M/A JHS

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Ghanaian Language

Akan (Asante Twi)

Lesson 1 of 1

Week Ending

Friday, 08 May 2026 Backdated

Week & Term

Week 3 · Term 3

Class Teacher

PHILIP BOADU

Subject

Ghanaian Language Akan (Asante Twi)

Class

JHS 2 (B8)

Class Size

Duration

100 mins

Week No.

Week 3

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 & Indicator

B8.2.2.1.1

Content Standard

Demonstrate

Indicator

Listen to a level-appropriate dialogue attentively and identify key information

Performance Indicator

Listen to a level-appropriate dialogue attentively and identify key information

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (9 mins) Preparing the brain	Phase 2: Main (33 mins) New learning + assessment	Resources	Phase 3: Plenary (10 mins) Reflection + exercise
Mon 04 May 2026	1Recall and identify the main characters and setting in a familiar Akan dialogue about market trading 2Show learners a picture of Makola Market and ask: Hwan na ɔkɔ Makola? (Who goes to Makola?) Learners shout out traders and buyers they know	LISTEN AND NOTE KEY INFORMATION 1Play the full market dialogue from the Audio recordings (Ama selling yam and Kwesi buying) twice without stopping; learners listen silently both times and write 3 words they hear in their Exercise books 2Pause after each exchange in the dialogue and ask: Asɛm no yɛ adeɛ? (What is the matter?); learners whisper answers to their partner. Use Textbook during the task 3Ask one representative from each pair to name one word they both wrote down; write these 5–6 words on the board and repeat chorally three times. Use Textbook during the task COMPARE AND IDENTIFY MOOD AND TONE 4Play the same dialogue a third time; this time learners mark in their Exercise books: happy face (😊), sad face (😞), or angry face (😠) to show the mood of each speaker at key points (greeting, price negotiation, goodbye) 5Learners compare their mood marks with the person sitting next to them; ask one learner who identified all three moods correctly to explain why Ama sounded happy at the beginning. Use Textbook during the task 6Write on the board: Adwene biara (main idea), Kasa no (how they spoke), Abɔ (feeling/mood); learners tick which one they found easiest to notice in the dialogue. Use Textbook during the task	1Textbook 2Audio recordings 3Exercise book 4Picture of Makola Market	1Ask the class: Dialogue no mu Ama ne Kwesi, ɔba ne ɔba? (In the dialogue, was Ama or Kwesi buying?) Learners respond chorally: 'Kwesi ɔba yam no' 2Learners whisper to their partner one word from the dialogue they remember; select 3 learners to say their word aloud and confirm these were in the Audio recording Exercise 1Listen to the audio dialogue one more time from the Textbook recordings and write down: (1) Hwan na na ɔtɔ yam no? (Who was selling?) and (2) Yam no bo ahe? (What was the price?) in their exercise books.
Tue 05 May 2026	1Identify the main message and mood in a spoken Akan dialogue 2Play a short audio clip of a market conversation between two traders (Kofi and Ama) — learners listen silently and raise hands when they hear the word 'sikade' (money)	LISTEN AND NOTE KEY INFORMATION 1Play the textbook audio recording of a dialogue: Akua calls her mother Yaa from school to say she forgot her lunch money and is hungry; mother responds with sympathy and promises to send help via Kwesi (her brother). Learners listen and write in exercise books: (1) who called, (2) the problem, (3) the solution 2Ask one representative from each group of 3 to read aloud their written answer; confirm correct responses on board using full sentences in Akan. Use Textbook during the task 3Replay the same dialogue; learners now circle in their books the THREE words that show Yaa's mood (worried, kind, hasty) — provide word bank on board COMPARE AND DISCUSS LISTENING NOTES 4Learners compare their notes on mood with the person sitting next to them; pairs discuss: 'Did you choose the same mood words? Why or why not?'. Use Textbook during the task 5Invite one girl and one boy who chose different mood words to stand and defend their choice using evidence from the dialogue (e.g. 'Yaa said daakye' shows she is worried). Use Textbook during the task 6Teacher confirms both answers are valid and uses this to explain: tone changes based on what we listen for — same dialogue, different interpretations. Use Textbook during the task	1Textbook 2Audio recordings 3Exercise book	1Learners work in pairs to create a 4-sentence dialogue in Akan between Ama and her brother Kwasi (Ama asks to borrow his bicycle; Kwasi agrees reluctantly) — pairs perform for the class with feeling 2Ask learners to rate their own listening confidence by showing fingers 1–5; those showing 4–5 become 'listening helpers' for peers in next lesson Exercise 1Listen to the teacher read the Akua–Yaa dialogue once more. Write in your exercise book: (1) Asɛm a ase — the main message, (2) Abodze — one mood you heard. Use Akan sentences

Class Teacher

PHILIP BOADU

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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