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English Language · B8

Term 3 · Week 2 · 1.00 credits · GHS 0.50

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Lesson Note - English Language

Asanta SDA basic

Weekly Lesson Plan

JHS 2 (B8) · Term 3

English Language

Lesson 1 of 1

Week Ending

Friday, 08 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Philemon Quansah

Subject

English Language

Class

JHS 2 (B8)

Class Size

Duration

100 mins

Week No.

Week 2

Strand

1. Oral Language (Listening And Speaking)

Sub-Strand

3. English Sounds

Content Standard & Indicator

B8.1.3.1.1

Content Standard

Articulate English speech sounds to develop confidence and skills in listening and speaking

Indicator

Produce consonant sounds in context (plosives)

Performance Indicator

Learners will produce consonant plosive sounds (/p/, /t/, /g/, /b/, /d/, /k/) accurately in isolation and within connected speech.

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	1Identify plosive consonant sounds in spoken words by listening carefully to the initial and final consonant sounds 2Play short audio of words: pan, tap, gap, bad, top, dog; learners raise hand when they hear a 'popping' sound at the start or end	RECOGNISING AND PRODUCING VOICELESS PLOSIVES /P/, /T/, /G/ 1Using the Dictionary and Exercise book, write on board: pen, top, gap. Say each word clearly; learners repeat chorally three times, focusing on the first sound. Ask: Where does the air stop and then release? Demonstrate by placing hand near mouth 2Learners open their textbook to the phonetics section; read aloud ten words from the reading materials containing /p/, /t/, /g/ (e.g., Kofi picked ten plantains; Yaw tied the tape; Ama got a gift at Kejetia Market) 3Learners pair up; one partner says a /p/, /t/, or /g/ word from the textbook; the other identifies which plosive sound and repeats it correctly DISTINGUISHING VOICED AND VOICELESS PLOSIVES /B/, /D/, /K/ 4Show minimal pairs on board: pan/ban, tap/dab, cap/gap. Say pair slowly; learners feel the vibration in their throat (voiced /b/, /d/) versus no vibration (voiceless /p/, /t/). Write the answer in exercise books 5Using the reading materials, read sentences aloud with both voiced and voiceless plosives: Benin bought beans; Dela danced at the durbar. Learners identify which plosives are voiced (throat vibration) and mark them in their exercise book 6Learners work in pairs; each pair receives four words (bad, pad, dig, pig); they sort them by voiced or voiceless plosive and say each aloud to check articulation. Use Textbook during the task.	1Textbook 2Dictionary 3Reading materials 4Exercise book	1Learners stand in two groups: Group A produces voiceless plosives (/p/, /t/, /g/), Group B produces voiced plosives (/b/, /d/, /k/); teacher calls a word, matching group repeats it aloud together 2Ask learners: Can you say a sentence using at least two plosive sounds? Three volunteers give one sentence each (e.g., Ama bought bananas at the market; Kwesi picked plantains); class repeats each sentence once Exercise 1Teacher says five words one at a time (pan, bad, top, dig, gap); learners write in exercise book whether the initial plosive is voiced or voiceless, or identify which plosive sound they hear

Class Teacher

Philemon Quansah

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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