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English Language · B7

Term 3 · Week 2 · 2.00 credits · GHS 1.00

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Lesson Note - English Language

Ave Maria R/C JHS

Weekly Lesson Plan

JHS 1 (B7) · Term 3

English Language

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Bismark Barwuah

Subject

English Language

Class

JHS 1 (B7)

Class Size

Duration

50 mins

Week No.

Week 2

Content Standard & Indicators

B7.3.1.1.4 B7.3.1.1.5

Content Standard

Apply the knowledge of word classes and their functions in

Indicator 1 B7.3.1.1.4

Relate forms of verbs to everyday activities (Tense & Aspects) in context, role play, radio, TV, films and narratives Present Tense

Indicator 2 B7.3.1.1.5

Use adverbs to modify verbs accurately at the phrase and sentence level

Performance Indicator

Learners will identify and use present tense verbs (simple present, present progressive, present perfect, present perfect progressive) in sentences describing everyday activities.

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 27 Apr 2026	1Identify present tense verbs in sentences from everyday Ghanaian contexts 2Show a picture of Ama sweeping her compound or Kwame selling oranges at Makola Market. Ask learners: What is Ama doing right now? What is Kwame doing? Learners shout out the actions and you write the verbs on the board (sweeping, selling)	RECOGNISING FOUR FORMS OF PRESENT TENSE VERBS 1Display four sentences on the board using the Textbook and Reading materials: (1) I wash clothes every morning. (2) I am washing clothes now. (3) I have washed the clothes. (4) I have been washing clothes since 6 a.m. Read each sentence aloud. Ask learners to repeat chorally after you. Then point to each verb (wash, am washing, have washed, have been washing) and label them on the board: Simple Present, Present Progressive, Present Perfect, Present Perfect Progressive. Let learners work in pairs to keep all learners involved 2Give each pair of learners a set of four sentence cards from the Reading materials (or write them in Exercise books). Pairs must match each sentence to its tense label written on separate cards. Call on representatives from three different pairs to come to the board and write their matched pair, explaining one reason why they chose that tense 3Struggling learners: provide only sentences 1 and 2 to match (simple present and present progressive). Fast finishers: write one new sentence for each tense using a different everyday activity. Use pair or group support to manage the large class.	1Textbook 2Reading materials 3Exercise book 4Dictionary	1Display a short narrative on the board: 'Every morning, Ama fetches water. This morning, she is fetching water from the new borehole. She has fetched water for ten years. She has been fetching water since dawn.' Learners read silently, then whisper the four present tense verbs to their partner 2Ask: Show me a thumbs up if you can now spot a present tense verb in a sentence. Show thumbs down if you want more help. Use the Dictionary to check the meaning of one verb you found Exercise 1Write three sentences in your Exercise book: (1) a simple present sentence about your daily chore, (2) a present progressive sentence about what you are doing right now, (3) a present perfect sentence about something you have completed this week. Underline the verb in each sentence
Tue 28 Apr 2026	1Identify adverbs and the verbs they modify in given sentences 2Display on the board: 'Ama runs quickly to the market. Kwame speaks softly in class.' Ask learners to whisper to their partner one word in each sentence that describes HOW the action happens	UNDERSTANDING ADVERBS AND THEIR POSITION IN SENTENCES 1Write three sentences on the board: (1) 'Yakubu carefully arranged the yams at Kejetia Market.' (2) 'The trotro driver honked loudly yesterday.' (3) 'Efua reads her textbook slowly every evening.' Ask learners to underline the adverb in each sentence and circle the verb it modifies. Use the textbook to show examples of adverbs in context—learners find one sentence from the reading materials and identify the adverb-verb pair, then write it in their exercise book 2Pair learners and give each pair one of these sentences written on a slip: 'The chef prepared jollof rice expertly.' 'Sulemana walked confidently into the examination hall.' 'The seamstress stitched the kente pattern beautifully.' Each pair underlines the adverb, circles the verb, and explains aloud to the class which verb the adverb modifies and what it tells us about that verb. Use Textbook during the task 3Struggling learners: work with sentences containing only one verb and one adverb. Fast finishers: create their own sentence using an adverb from the dictionary to modify a verb of their choice and share with the class. Use pair or group support to manage the large class.	1Textbook 2Reading materials 3Exercise book 4Dictionary	1Ask learners to hold up their exercise books and show their sentences with adverbs underlined. Select three learners with different examples to read their sentence aloud and confirm the adverb-verb pair 2Learners chant together three times: 'Adverbs modify verbs, telling how, when, or where actions happen.' Then ask: Thumbs up if you can now find an adverb in any sentence and show what verb it modifies Exercise 1Write one sentence: 'Adwoa sang the school song beautifully at the speech and prize-giving.' Learners identify the adverb, underline it, circle the verb it modifies, and write one sentence of their own using an adverb to modify a verb from their own experience (e.g. at home, in the market, or in school) in their exercise books.

Class Teacher

Bismark Barwuah

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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