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WEEKLY LESSON PLAN – B7
WEEK 4
Date: 11th FEB, 2022 Day: Subject: English Language
Duration: Strand: Oral Language
Sub Strand: Conversation/Everyday
Class: B7 Class Size:
Discourse
Indicator:
Lesson:
B7.1.1.1.1. Use appropriate
Content Standard:
register in everyday
B7.1.1.1: Demonstrate use of appropriate language 1 of 1
communication (informal and
orally in specific situations
formal) with diverse partners on
grade-level topics/texts/issues
Core Competencies:
Performance Indicator:
Communication and Collaboration, Personal
Learners can interact in given formal situations using appropriate
Development and Leadership, Creativity and
vocabulary for varied themes
Innovation, Critical Thinking and Problem-Solving
References : English Language Pg. 2
Keywords: everyday communication, standard language, formal, informal

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Use ‘Good morning’ if the lesson is in the morning and
‘Good afternoon’ if the lesson is in the afternoon.

Introduce yourself and write your name on the board (if

possible).

Ask two learners to volunteer to introduce themselves.

Prompt them to greet before the introduction.

Invite learners (one girl and one boy) to stand up and

introduce themselves to each other in the same way.
Check pupils’ pronunciation and help them to correct it if
necessary.

Share performance indicator and introduce the lesson.

PHASE 2: NEW Engage learners in a formal conversation situation. Word cards,
LEARNING E.g. a conversation between a market stallholder and a sentence cards,
customer. letter cards,
handwriting on a
Share roles among learners to take up the conversation. manila card
Example:
 Customer: Good morning. How are you?
 Stallholder: Good, thanks. How can I help you?
 Customer: Have you got some of those lovely, juicy
grapes I bought last week?
 Stallholder: Yes, here you are.
 Customer: Thanks. And I need 6 large eggs – only the
fresh ones please.
 Stallholder: Of course! There you go.
  Customer: Do you have any green mangoes left?
 Stallholder: Sorry, sold out.
 Customer: OK, no problem. How much is all that
please?

Guide learners to use appropriate language to participate

in formal interactions.

Assessment
1. Engage learners to talk formally between a nurse and a
patient.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Date: 11TH FEB, 2022 Day: Subject: English Language
Duration: Strand: Grammar
Class: B7 Class Size: Sub Strand: Pronouns
Content Standard: Indicator: Lesson:
B7.3.1.1: Apply the knowledge of word classes and B7.3.1.1.2. Use types of pronouns
their functions in Communication accurately in speaking and texts 1 of 1
Core Competencies:
Performance Indicator: Communication and Collaboration, Personal
Learners can use pronouns appropriately in speech and in writing Development and Leadership, Creativity and
Innovation, Critical Thinking and Problem-Solving
Reference : English Language Pg. 12
Keywords: Personal, Relative, Reflexive, Interrogative
Phase/Duration Learners Activities Resources
PHASE 1: STARTER Revise and ask learners to mention some examples of
possessive pronouns.

Write their answers on the board.

(Answers: my, your, his, her, its, our, their, mine, yours, his, hers, ours,
theirs)

Paste a puzzle on the board and ask learners to find the

pronouns in it.

Share performance indicators and introduce the lesson.

PHASE 2: NEW Ask the class: who do you see when you look in the Word cards,
LEARNING mirror? sentence cards,
letter cards,
Write their answers on the Board (myself) handwriting on a
manila card
Brainstorm learners to come out with more words
containing the suffix “self”
Example: yourself, himself and herself, etc

Let learners know that those words are known as

reflexive pronouns.
Reflexive pronouns are words that refer to the noun or pronoun that
is the subject of the verb

Guide learners to use and identify reflexive pronouns in

sentences.
Example:
 My brother built this computer himself.
 Be careful not to cut yourself with that knife.
  John was looking at himself in the mirror.
 Kate fell and hurt herself.
 Our cat washes itself after every meal

Encourage learners to use reflexive pronouns in speech

and in sentences.

Guide learners to use pronouns in contextual sentences.

Assessment
Underline the pronouns in the following sentences.
 We baked the cake by ourselves.
 Come in, everybody, and find yourselves a seat.
 The children cleaned their room all by
themselves.
 Bears like to rub themselves against a tree.
 The bird washed itself by splashing in a puddle.
 The players train every day to keep themselves
fit
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTOIN from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their

daily lives.
Date: 11TH FEB, 2022 Day: Subject: English Language
Duration: Strand: Writing
Class: B7 Class Size: Sub Strand: Narrative Writing
Content Standard: Indicator:
B7.4.2.1: Develop, organize and express ideas B7.4.2.1.1.Write personal
Lesson:
coherently and cohesively in writing for a variety of narratives using effective
purposes (description, narration, techniques incorporating
1 of 1
exposition/information and persuasion), audiences descriptive details and logical event
and contexts sequences
Core Competencies:
Performance Indicator:
Communication and Collaboration, Personal
Learners can write narratives of personal experiences about the
Development and Leadership, Creativity and
past.
Innovation, Critical Thinking and Problem-Solving
Reference : English Language Pg. 24
Keywords: feelings, experiences
Phase/Duration Learners Activities Resources
PHASE 1: STARTER Write these words on the board: party, wedding, festival.

Have learners discuss the events and relate to them.

Put learners into three groups. Each group is to share

their experience with the events stated above.

Share performance indicators and introduce the lesson.

PHASE 2: NEW Guide learners to narrate and discuss incidents or Word cards,
LEARNING events in the school/home sentence cards,
e.g. sporting events, cultural festivals/other activities. letter cards,
handwriting on a
In pairs, learners pick out important points/ideas in manila card
the narrative and write them down.

Have learners to arrange points/ideas in a logical

order in paragraphs, working in pairs.

Guide learners to link paragraphs together into a full

written composition using linking words.

Assessment
Students write a narrative on incidents/events that
have taken place in school or at home
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Date: 11th FEB, 2022 Day: Subject: English Language
Duration: Strand: Reading
Class: B7 Class Size: Sub Strand: Comprehension
Indicator:
Content Standard: Lesson:
B7.2.1.1.2. Use prediction to
B7.2.1.1: Demonstrate increasing confidence and
assess and improve understanding
enjoyment in independent reading
of texts
Core Competencies:
Performance Indicator: Communication and Collaboration, Personal
Learners can access the understanding of text through prediction Development and Leadership, Creativity and
Innovation, Critical Thinking and Problem-Solving
References : English Language Pg. 7
Keywords: everyday communication, standard language, formal, informal

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Write ‘A C D’ at the top of the board.

Ask learners to write down all the things in the classroom

beginning with the letters on the board (A, C, D).

Give learners three minutes to finish. Let learners share

their words.
PHASE 2: NEW Show the cover page or pictures of the story or Word cards,
LEARNING passage you intend to read. sentence cards,
letter cards,
Let learners make predictions based on the pictures handwriting on a
or cover page. manila card

Teach new words, phrases and expressions.

Using the dictionary, learners find the meaning of

words and use them in context.

Guide learners to retell or create a parallel story

using the title or pictures on the cover page.

Ask questions to form ideas.

Answer questions to elicit understanding (meaning).

PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.