MINISTRY OF EDUCATION

English
Language



MINISTRY OF EDUCATION

REPUBLIC OF GHANA

English Language
Teacher Manual
Year One - Book One
ENGLISH LANGUAGE TEACHER MANUAL

Enquiries and comments on this manual should be addressed to:

The Director-General
National Council for Curriculum and Assessment (NaCCA)
Ministry of Education
P.O. Box CT PMB 77
Cantonments Accra
Telephone: 0302909071, 0302909862
Email: [email protected]
website: www.nacca.gov.gh

©2024 Ministry of Education

This publication is not for sale. All rights reserved. No part of this publication
may be reproduced without prior written permission from the Ministry of
Education, Ghana.
 Contents

CONTENTS

INTRODUCTION 1
Learner-Centred Curriculum 1
Promoting Ghanaian Values 1
Integrating 21st Century Skills and Competencies 1
Balanced Approach to Assessment - not just Final External Examinations 1
An Inclusive and Responsive Curriculum 2
Social and Emotional Learning 2
Philosophy and vision for each subject 2
ACKNOWLEDGEMENTS 3
SCOPE AND SEQUENCE 10
INTRODUCTION 11
WEEK 1 12
Strands 12
1. Oral Language 12
2. Reading 12
3. Grammar 12
Sub-Strands 12
1. English Speech Sounds 12
2. Reading Comprehension 12
3. Grammar Usage 12
Theme/Focal Area: (Lesson 1): Pure Vowels (Short Vowels) 14
Theme/Focal Area (Lesson 2): Reading Techniques 16
Theme/Focal Area: (Lesson 3): Nouns 18

WEEK 2 20
Strands 20
1. Grammar 20
2. Writing 20
3. Literature 20
Sub-Strands: 20
1. Grammar Usage 20
2. Writing 20
3. Literature 20
Theme/Focal Area: (Lesson 1): Nouns 22
Theme/ Focal Area 2: (Lesson 2): Discuss the Use of Cohesive Devices in Paragraph
Development 24
Theme/ Focal Area: (Lesson 3): Use the Definition of Literature to Identify its Genres 26

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Contents

WEEK 3 29
Strands 29
1. Oral Language 29
2. Reading 29
3. Grammar 29
Sub-Strands 29
1. Listening Comprehension 29
2. Reading Comprehension 29
3. Grammar Usage 29
Theme/Focal Area 1: (Lesson 1) 31
Theme/Focal Area 2: (Lesson 2) 33
Theme/Focal Area 3: (Lesson 3) Pronouns 34

WEEK 4 37
Strands 37
1. Grammar 37
2. Writing 37
3. Literature 37
Sub-Strands 37
1. Grammar Usage 37
2. Text Types and Purposes 37
3. Narrative, Drama, Poetry 37
Theme/Focal Area(S) 1: (Lesson 1) 39
Theme/Focal Area(S) 2: The Short Story 40
Theme/Focal Area 3: (Lesson 3): Character/Characterisation 41

WEEK 5 43
Strand 43
1. Oral language 43
2. Reading 43
3. Grammar 43
Sub-Strand 43
1. Conversation/Communication in context 43
2. Summarising 43
3. Grammar Usage 43
Theme/Focal Area 1: (Lesson 1) : Discourse and Conversations 45
Theme/Focal Area 2: (Lesson 2): Parts/Elements of a Story 46
Theme/Focal Area 3: (Lesson 3): Adjectives 48

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 Contents

WEEK 6 52
Strands 52
1. Grammar 52
2. Writing 52
3. Literature 52
Sub-Strands 52
1. Grammar Usage 52
2. Production and Distribution of text 52
3. Narrative, Drama, Poetry 52
Theme/Focal Area 1: (Lesson 1): Language Use in Different Contexts 54
Theme/Focal Area 2: (Lesson 2): Descriptive Writing 56
Theme/Focal Area 3: (Lesson 3): Monologues and Dialogues 57

WEEK 7 59
Strands 59
1. Oral Language 59
2. Reading 59
3. Grammar 59
Sub-Strands 59
1. English Speech Sounds 59
2. Reading Comprehension 59
3. Grammar Usage 59
Theme/Focal Area(S) 1: (Lesson 1): Consonant Sounds 60
Theme/Focal Area(s) 2: (Lesson 2): Retrieving Information and Interpreting Texts 61
Theme/Focal Area(s): (Lesson 3): Language Use in Different Contexts 62

WEEK 8 65
Strands 65
1. Grammar 65
2. Writing 65
3. Literature 65
Sub-Strands 65
1. Grammar Usage 65
2. Production and Distribution of text 65
3. Narrative, Drama, Poetry 65
Theme/Focal Area(S) 1: Introduction to Verbs (Verb Forms) 67
Theme/Focal Area(s) 2: Paragraph Development 68
Theme/Focal Area 3: Monologues and Dialogues (Refer to Focal Area 3 of Week 6) 70

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Contents

WEEK 9 72
Strands 72
1. Oral Language 72
2. Reading 72
3. Grammar 72
Sub-Strands: 72
1. English Speech Sounds 72
2. Reading Comprehension 72
3. Grammar Usage 72

WEEK 10 82
Strands: 82
1. Grammar 82
2. Writing 82
3. Literature 82
Sub-Strands: 82
1. Grammar Usage 82
2. Text Types and Purposes 82
3. Narrative, Drama, Poetry 82
Theme/Focal Area(s) 1: The Present Perfect 84
Theme/Focal Area(s) 2: Persuasive Writing 86

WEEK 11 90
Strands: 90
1. Oral Language 90
2. Reading 90
3. Grammar 90
Sub-Strands: 90
1. English Speech sounds 90
2. Reading Comprehension 90
3. Grammar Usage 90
WEEK 12 98
Strands: 98
1. Grammar 98
2. Writing 98
3. Literature 98
1. Grammar Usage 98
2. Text Types and Purposes 98
3. Narrative, Drama, Poetry 98

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 Contents

WEEK 13 104
Strands: 104
1. Oral Language 104
2. Reading 104
3. Grammar 104
Sub-Strands: 104
1. Listening Comprehension 104
2. Summarising 104
3. Grammar Usage 104
WEEK 14 111
Strands: Grammar 111
Sub-Strands: Grammar Usage 111
WEEK 15 115
Strand: Writing 115
Sub-Strands: Text types and purposes 115

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viii
 Introduction

INTRODUCTION
The National Council for Curriculum and Assessment (NaCCA) has developed a new Senior High
School (SHS), Senior High Technical School (SHTS) and Science, Technology, Engineering and
Mathematics (STEM) Curriculum. It aims to ensure that all learners achieve their potential by equipping
them with 21st Century skills, competencies, character qualities and shared Ghanaian values. This will
prepare learners to live a responsible adult life, further their education and enter the world of work.
This is the first time that Ghana has developed an SHS Curriculum which focuses on national values,
attempting to educate a generation of Ghanaian youth who are proud of our country and can contribute
effectively to its development.
This Teacher Manual for English Language covers all aspects of the content, pedagogy, teaching and
learning resources and assessment required to effectively teach Year One of the new curriculum. It
contains this information for the first 15 weeks of Year One, with the remaining 9 weeks contained
within Book Two. Teachers are therefore to use this Teacher Manual to develop their weekly Learning
Plans as required by Ghana Education Service.
Some of the key features of the new curriculum are set out below.

Learner-Centred Curriculum
The SHS, SHTS, and STEM curriculum places the learner at the center of teaching and learning by
building on their existing life experiences, knowledge and understanding. Learners are actively
involved in the knowledge-creation process, with the teacher acting as a facilitator. This involves
using interactive and practical teaching and learning methods, as well as the learner’s environment
to make learning exciting and relatable. As an example, the new curriculum focuses on Ghanaian
culture, Ghanaian history, and Ghanaian geography so that learners first understand their home and
surroundings before extending their knowledge globally.

Promoting Ghanaian Values

Shared Ghanaian values have been integrated into the curriculum to ensure that all young people
understand what it means to be a responsible Ghanaian citizen. These values include truth, integrity,
diversity, equity, self-directed learning, self-confidence, adaptability and resourcefulness, leadership
and responsible citizenship.

Integrating 21st Century Skills and Competencies

The SHS, SHTS, and STEM curriculum integrates 21st Century skills and competencies. These are:
• Foundational Knowledge: Literacy, Numeracy, Scientific Literacy, Information
Communication and Digital Literacy, Financial Literacy and Entrepreneurship, Cultural
Identity, Civic Literacy and Global Citizenship
• Competencies: Critical Thinking and Problem Solving, Innovation and Creativity,
Collaboration and Communication
• Character Qualities: Discipline and Integrity, Self-Directed Learning, Self-Confidence,
Adaptability and Resourcefulness, Leadership and Responsible Citizenship

Balanced Approach to Assessment - not just Final External Examinations

The SHS, SHTS, and STEM curriculum promotes a balanced approach to assessment. It encourages
varied and differentiated assessments such as project work, practical demonstration, performance
assessment, skills-based assessment, class exercises, portfolios as well as end-of-term examinations
and final external assessment examinations. Two levels of assessment are used. These are:

1
Introduction

o Internal Assessment (30%) – Comprises formative (portfolios, performance and project work)
and summative (end-of-term examinations) which will be recorded in a school-based transcript.
o External Assessment (70%) – Comprehensive summative assessment will be conducted by the
West African Examinations Council (WAEC) through the WASSCE. The questions posed by
WAEC will test critical thinking, communication and problem solving as well as knowledge,
understanding and factual recall.
The split of external and internal assessment will remain at 70/30 as is currently the case. However,
there will be far greater transparency and quality assurance of the 30% of marks which are school-
based. This will be achieved through the introduction of a school-based transcript, setting out all
marks which learners achieve from SHS 1 to SHS 3. This transcript will be presented to universities
alongside the WASSCE certificate for tertiary admissions.

An Inclusive and Responsive Curriculum

The SHS, SHTS, and STEM curriculum ensures no learner is left behind, and this is achieved through
the following:
• Addressing the needs of all learners, including those requiring additional support or with special
needs. The SHS, SHTS, and STEM curriculum includes learners with disabilities by adapting
teaching and learning materials into accessible formats through technology and other measures
to meet the needs of learners with disabilities.
• Incorporating strategies and measures, such as differentiation and adaptative pedagogies
ensuring equitable access to resources and opportunities for all learners.
• Challenging traditional gender, cultural, or social stereotypes and encouraging all learners to
achieve their true potential.
• Making provision for the needs of gifted and talented learners in schools.

Social and Emotional Learning

Social and emotional learning skills have also been integrated into the curriculum to help learners to
develop and acquire skills, attitudes, and knowledge essential for understanding and managing their
emotions, building healthy relationships and making responsible decisions.

Philosophy and vision for each subject

Each subject now has its own philosophy and vision, which sets out why the subject is being taught and
how it will contribute to national development. The Philosophy and Vision for English Language is:
Philosophy: All learners can communicate clearly, confidently and fluently in English through an
interactive environment, use information and ideas in language in practical ways across disciplines,
in the world of work and/or further study.
Vision: Learners capable of communicating effectively and critically analysing texts in the world of
work and further study.

2
 Acknowledgements

ACKNOWLEDGEMENTS
Special thanks to Professor Edward Appiah, Director-General of the National Council for Curriculum
and Assessment (NaCCA) and all who contributed to the successful writing of the Teacher Manuals for
the new Senior High School (SHS), Senior High Technical School (SHTS) and Science Technology,
Engineering and Mathematics (STEM) curriculum.
The writing team was made up of the following members:

Subject Writer Institution

Home Economics Grace Annagmeng Mwini Tumu College of Education

Imoro Miftaw Gambaga Girls’ SHS
Love Boateng Juaso SHS
Jusinta Kwakyewaa (Rev. Sr.) St. Francis SHTS
Religious Studies Richardson Addai-Mununkum University of Education Winneba
Dr. Bonsu Osei-Owusu West Africa SHS
Prince Osei Adjei Adventist SHS, Bantama
Dr Francis Opoku Valley View University College
Yaw Sarkodie Agyemang University of Cape Coast
Aransa Bawa Abdul Razak Uthmaniya SHS
Godfred Bonsu Prempeh College
RME Anthony Mensah Abetifi College of Education
Joseph Bless Darkwa Volo Community SHS
Clement Nsorwineh Atigah Tamale SHS
Arabic Murtada Mahmoud Muaz AAMUSTED
Abas Umar Mohammed University of Ghana
Adam Abubakar Uthmaniya SHS
Mahey Ibrahim Mohammed Tijjaniya Senior High School
French Osmanu Ibrahim Mount Mary College of Education
Maurice Adjetey
Mawufemor Kwame Agorgli Akim Asafo SHS
Performing Arts Latipher Osei Appiah-Agyei University of Education Winneba
Desmond Ali Gasanga Ghana Education Service
Yaw Owusu Asiamah Adventist SHS, Bantama
Chris Ampomah Mensah Bolgatanga SHS, Winkogo

3
Acknowledgements

Subject Writer Institution

Art and Design Dr. Ebenezer Acquah University for Education Winneba
Studio and
Dr. Osuanyi Quaicoo Essel University for Education Winneba
Foundation
Seyram Kojo Adipah Ghana Education Service
Jectey Nyarko Mantey Kwame Nkrumah University of
Science and Technology
Yaw Boateng Ampadu Prempeh College
Kwame Opoku Bonsu Kwame Nkrumah University of
Science and Technology
Dzorka Etonam Justice Kpando SHS
Applied Joseph Asomani AAMUSTED
Technology
Dr. Prosper Mensah AAMUSTED
& Design and
Communication Dr. Sherry Kwabla Amedorme AAMUSTED
Technology Esther Pokuah Mampong Technical College of
Education
Wisdom Dzidzienyo Adzraku AAMUSTED
Kunkyuuri Philip Kumasi SHTS
Antwi Samuel Kibi SHTS
Gabriel Boafo Kwabeng Anglican SHTS
Josiah Bawagigah Kandwe Walewale Technical Institute
Emmanuel Korletey Benso SHTS
Isaac Buckman Armed Forces SHTS
Daniel K. Agbogbo Kwabeng Anglican SHTS
Tetteh Moses Dagbon State SHS
Awane Adongo Martin Dabokpa Technical Institute
Business Studies Emmanuel Kodwo Arthur ICAG
Dr. Emmanuel Caesar Ayamba Bolgatanga Technical University
Ansbert Baba Avole Bolgatanga SHS, Winkogo
Faustina Graham Ghana Education Service, HQ
Nimako Victoria SDA SHS, Akyem Sekyere
Agriculture Dr Esther Fobi Donkoh University of Energy and Natural
Resources
Prof. Frederick Adzitey University for Development Studies
Eric Morgan Asante St. Peter’s SHS

4
 Acknowledgements

Subject Writer Institution

Agricultural David Esela Zigah Achimota School

Science
Prof J.V.K. Afun Kwame Nkrumah University of
Science and Technology
Dr. Kwadwo Amankwah Kwame Nkrumah University of
Science and Technology
Alex Adu Frimpong Benso SHTS
Mrs. Benedicta Foli
Government Josephine Akosua Gbagbo Ngleshie Amanfro SHS
Augustine Arko Blay University of Education Winneba
Samuel Kofi Adu Fettehman SHS
Economics Peter Anti Partey University of Cape Coast
Charlotte Kpogli Ho Technical University
Joseph Agbevanu Kinbu SHS
Adams Abdul-Somed Kalponin SHS
Benjamin Agyekum Mangoase SHS
Geography George Boateng Berekum College of Education
Dr. Esther Yeboah Danso-Wiredu University of Education Winneba

Dr. Matthew Krusah University of Education Winneba

Raymond Nsiah Asare Methodist Girls’ High School
History Kofi Adjei Akrasi Opoku Ware School
Anitha Oforiwah Adu-Boahen University of Education Winneba
Prince Essiaw Enchi College of Education
Ghanaian David Sarpei Nunoo University of Education Winneba,
Language Ajumako
Catherine Ekua Mensah University of Cape Coast
Ebenezer Agyemang Opoku Ware School
Physical Education Paul Dadzie Accra Academy
and Health
Sekor Gaveh Kwabeng Anglican SHTS
Anthonia Afosah Kwaaso Junkwa SHS
Mary Aku Ogum University of Cape Coast
Social Studies Mohammed Adam University of Education Winneba
Simon Tengan Wa SHTS
Jemima Ayensu Holy Child School

5
Acknowledgements

Subject Writer Institution

Computing and Victor King Anyanful OLA College of Education

Information
Raphael Dordoe Senyo Ziavi SHTS
Communication
Technology (ICT) Kwasi Abankwa Anokye Ghana Education Service, SEU
Millicent Heduvor STEM SHS, Awaso
Mohammed Abdul-Samed Dagbon State SHS
Dr. Gaddafi Abdul-Salaam. Kwame Nkrumah University of
Science and Technology
English Language Esther Armah Mangoase SHS
Kukuaa Andoh Robertson Achimota School
Cecilia Amponsah Presbyterian Boys’ SHS
Alfred Quaittoo Kaneshie SHTS
Benjamin Orsoo Islamic SHS
Fuseini Hamza Tamale Girls’ SHS
Intervention Roberta Emma Amos-Abanyie Ingit Education Consult
English
Prof. Charles Owu-Ewie University of Education Winneba
Perfect Quarshie Mawuko Girls SHS
Sampson Dedey Baidoo Benso SHTS
Literature in Blessington Dzah Ziavi SHTS
English
Angela Aninakwah Ghana Education Service
Dr. Emma Sarah Eshun University of Education Winneba
Samuel Kwame Kassah St. Peter’s SHS
Juliana Akomea Mangoase SHS
General Science Dr. Comfort Korkor Sam University for Development Studies
Saddik Mohammed Ghana Education Service
Robert Arhin SDA SHS, Akyem Sekyere
Chemistry Ambrose Ayiku St. Francis College of Education
Awumbile Patrick Nsobila Bolgatanga SHS, Winkogo
Bismark Tunu Opoku Ware School
Gbeddy Neurus Anthony Ghanata SHS
Physics Linus Labik Kwame Nkrumah University of
Science and Technology
Henry Benyah Wesley Girls’ SHS
Sylvester Affram Kwabeng Anglican SHS

6
 Acknowledgements

Subject Writer Institution

Biology Damoah Paul Prempeh College

Maxwell Bunu Ada College of Education
Ebenezer Delali Kpelly Wesley Girls’ SHS
Doris Osei-Antwi Ghana National College
Mathematics Edward Dadson Mills University of Education Winneba
Zacharia Abubakari Sadiq Tamale College of Education
Faustina Nana Ackob Mfantsiman SHS
William Ababu Swedru SHS
Collins Kofi Annan Mando SHS
Additional Dr. Nana Akosua Owusu-Ansah University of Education Winneba
Mathematics
Gershon Mantey University of Education Winneba
Very Rev. Prof. William Obeng Kwame Nkrumah University of
Denteh Science and Technology
Charles B. Ampofo Kibi College of Education
Bismark Twum SDA SHS, Akyem Sekyere
Innocent Duncan KNUST SHS
Intervention Florence Yeboah Assin Manso SHS
Mathematics
Mawufemor Adukpo Ghanata SHS
Jemima Saah Winneba SHS
Mohammed Shani Abdulai Yendi SHS
Robotics Dr. Eliel Keelson Kwame Nkrumah University of
Science and Technology
Dr. Nii Longdon Sowah University of Ghana
Kwabena Osei-Kusi Prempeh College
Michael Wilson CSIR
Isaac Nzoley Wesley Girls’ SHS
Engineering Daniel K. Agbogbo Kwabeng Anglican SHTS
Prof. Abdul-Rahman Ahmed Kwame Nkrumah University of
Science and Technology
Dr. Griffth Serlorm Klogo Kwame Nkrumah University of
Science and Technology
Japheth Kwadwo Bumusi Mawuli School
Valentina Osei-Himah Atebubu College of Education

7
Acknowledgements

Subject Writer Institution

Aviation and Opoku Joel Mintah Altair Unmanned Technologies

Aerospace
Engineering Dr. Eunice Akyereko Adjei Kwame Nkrumah University of
Science and Technology
Dr. David Kofi Oppong Kwame Nkrumah University of
Science and Technology
Sam Ferdinand Afua Kobi Ampem Girls’ SHS
Biomedical Dr. Dorothy Yakoba Agyapong Kwame Nkrumah University of
Science Science and Technology
Jennifer Fafa Adzraku Université Libre de Bruxelles
Dr. Isaac Acquah Kwame Nkrumah University of
Science and Technology
David Ayah St. John’s Grammar School
Dr. Eric Worlawoe Gaba Br. Tarcisius Prosthetics and Orthotics
Training College
Manufacturing Benjamin Atribawuni Asaaga Kwame Nkrumah University of
Engineering Science and Technology
Dr. Samuel Boahene Kwame Nkrumah University of
Science and Technology
Issahaku Iddrisu Ada SHS
Dr. Mizpah Ama D. Rockson Kwame Nkrumah University of
Science and Technology
Prof Charles Oppon Cape Coast Technical University
Spanish Setor Donne Novieto University of Ghana
Franklina Kabio University of Ghana
Mishael Annoh Acheampong University of Media, Art and
Communication
Assessment Benjamin Sundeme St. Ambrose College of Education
Victor Gideon Obeng Retired
Prof. Eric Francis Eshun Kwame Nkrumah University of
Science and Technology
Dr. Ruth Annan-Brew University of Cape Coast
Dr. Isaac Amoako Atebubu College of Education

8
 Acknowledgements

Subject Writer Institution

Curriculum Writing Paul Michael Cudjoe Prempeh College

Guide
Prof. Winston Abroampa Kwame Nkrumah University of
Science and Technology
Cosmos Eminah University of Education Winneba
Ahmed Amihere University of Education Winneba
Evans Odei Achimota School
Ellen Abakah CEGENSA, University of Ghana
Hasiyatu Abubakari CEGENSA, University of Ghana
Eyram Eric Kwasi Fiagbedzi CEGENSA, University of Ghana
Deborah Atobrah CEGENSA, University of Ghana
Ayine Akoglo CEGENSA, University of Ghana
Theodora Akweley Asiamah CEGENSA, University of Ghana
NaCCA Matthew Owusu Ebenezer Ankamah
Reginald Quartey Alice Abbiw Donkor
Rebecca Abu Gariba Abigail Birago Owusu
Anita Collision Samuel Owusu Ansah
Joachim Honu Richard Teye
Joana Vanderpuije Joseph Barwuah
Uriah Otoo Anthony Sarpong
Nii Boye Tagoe Jephtar Adu Mensah
Eric Amoah Nancy Aseiduwaa Gyapong
Francis Agbalanyo Godwin Senanu
Dennis Adjasi Godfred Mireku
Samuel Amankwa Ogyampo Juliet Owusu-Ansah
Sharon Antwi Baah Thomas Kumah Osei
Ayuba Sullivan Seth Nii Nartey

9
Scope and Sequence

SCOPE AND SEQUENCE

English Language Summary

S/N STRAND SUB-STRAND

YEAR 1 YEAR 2 YEAR 3
CS LO LI CS LO LI CS LO LI
Oral English Speech Sounds 1 1 3 1 2 6 1 1 2
Language Listening Comprehension 1 1 2 1 1 2 1 1 2
Conversation/Communication 1 1 2 1 1 2 1 1 2
in Context
Reading Reading Comprehension 1 2 3 1 1 5 1 2 3
Summarising 1 1 2 1 1 1 1 1 3
Grammar Grammar Usage 2 5 11 3 3 6 4 4 5
Vocabulary 1 1 2 1 1 1 1 1 2
Punctuation and Capitalisation 1 1 2 - - - - - -
Writing Production and Distribution of 2 2 3 2 2 3 1 1 1
Text
Texts Types and Purposes 2 2 6 2 2 5 2 2 3
Building and Presenting 1 1 1 1 1 1 1 1 1
Knowledge
Literature Narrative, Drama, Poetry 1 5 6 2 3 3 1 1 2
Total 15 23 43 16 19 34 15 16 25

Overall Totals (SHS 1 – 3)

Content Standards 46
Learning Outcomes 58
Learning Indicators 102

10
 INTRODUCTION

INTRODUCTION
There are many books produced on the teaching of English Language. This one aims to be different.
It provides a robust procedure for assisting learners of a wide range of abilities to understand the main
elements of the English language, while at the same time, it encourages teachers to be more purposeful
and creative in their teaching. Language enrichment here takes many shapes, and the aim is to provide
greater confidence in everyone, facilitators and learners, who uses the material. There must be time
found to become familiar with the material here prior to teaching in this less didactic style. Greater
engagement and learners’ enjoyment are founded on coherent preparation by the teacher.
The year one English Manual has been developed in alignment with the SHS/SHTS/STEM curriculum
to provide teachers with practical approaches and resources for delivering effective English language
lessons. The manual contains guidelines for supporting lesson planning including lesson plans. A
teacher might teach the lesson as written in the manual or follow it as a guide. Lessons as well as
activities have been mapped in sequence for each strand so that the learning journey for both teachers’
and learners’ progress across the year is well understood. The manual is organised in 24 weeks. Each
week provides a minimum of one lesson from the expected strand and a maximum of three strands.
Each lesson should ideally incorporate a variety of teaching strategies.
Time allocation for lessons per week is three hours per week - a minimum of an hour per lesson where
applicable depending on the school’s setting.
The SHS/SHTS/STEM Curriculum was built as a sequel to the standard based/common core of the
Basic Schools’ Curriculum. The teacher is expected to build on the learners’ previous knowledge as
foundation to the SHS/SHTS/STEM Curriculum.
And finally...
The Manual is designed to provide comprehensive coverage of the main elements in developing
understanding and excellent usage in English. To that end, there are reminders and repetitions
throughout, aimed at supporting the teacher in keeping an eye on what has been taught while preparing
to launch the next subject.
Teachers should be aware that the same level of intensity does not require to be devoted to each
learning experience each week.
References to literature and wider texts are made throughout. We share the belief that the development
of Language skills is symbiotic with the developing awareness of ideas and culture through Literature.
Young students in Ghana, preparing for 21st century citizenship should, through this approach, come
to value the national ideals.

11
WEEK 1

WEEK 1

Strands
1. Oral Language
2. Reading
3. Grammar

Sub-Strands
1. English Speech Sounds
2. Reading Comprehension
3. Grammar Usage

Content Standards
1. Demonstrate knowledge and understanding of speech sounds in oral communication
2. Demonstrate understanding of different types of reading and text comprehension strategies
and use them to interpret level-appropriate texts
3. Demonstrate knowledge, understanding and use of grammatical forms in speech and writing

Learning Outcomes
1. Articulate the pure vowel and consonant sounds of the English Language effectively in
Oral Communication
2. Employ knowledge of reading and text comprehension strategies to retrieve and
interpret different kinds of texts strategies to retrieve and interpret different kinds of
texts
3. Apply knowledge of word classes and their functions in communication

INTRODUCTION AND SUMMARY FOR THE WEEK

Welcome to week one of the English Language Teacher Manual. There are three lessons this week.
The first lesson on Speech Sound aims to review learners’ knowledge on Pure Vowel Sounds in
English Language and how to articulate them properly in speech and communication. It is important
to note that the slightest change in articulation would give a different meaning which will, in turn,
lead to confusion and miscommunication. For instance, the words “live” and “leave” have different
meanings, so do the words “hit” and “heat”. This lesson seeks to address such issues by exposing
learners to the vowel chart, along with place and manner of articulation with copious examples and
assessment strategies that guide the teacher to teach this lesson successfully. The second lesson on
Reading and Comprehension brings the different reading techniques to light. It is important to stress
the applicability of these techniques to real life, as they will be useful to learners in the world of work
and further studies by their active participation in the lessons. The third lesson focuses on one of the
most important in the study of English Language - Nouns. It is important to stress the need to study
nouns while creating the opportunity for learners to add to their noun vocabulary

SUMMARY OF PEDAGOGICAL EXEMPLARS

The pedagogical exemplars comprise interactive approaches to the teaching and learning of English
Language. Pedagogical strategies such as experiential learning, enquiry-based learning, talk-for-
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 WEEK 1

learning, building on what others say, think-pair-share, brainstorming and gamification, to mention
but a few, should be employed in the teaching and learning process, at the same time, grouping learners
into mixed-ability/gender groups. These would enhance collaboration, communication, innovation,
critical thinking, leadership and personal development by engaging the active participation of all.
Resources such as videos/audios and other related materials should be made relevant for the support
of learners. Additional tasks may be given to the gifted and talented/advanced learners as group
leaders and peer supporters of their fellow learners as well as support to the teacher during the lessons.

ASSESSMENT SUMMARY
The assessment strategies for the weeks’ lessons ensure a balanced evaluation of recall and
reproduction, skills building and strategic reasoning. The proposed assessment strategies for the
lessons include - but are not limited to - oral/aural responses, question and answer sessions, group
tasks or activities and gamification.
Teachers are encouraged to employ a variety of formative and summative assessment strategies to
gather information about individual learners’ performance, including scores, feedback, and progress
over time. Teachers should be mindful of the linguistic complexities and cultural backgrounds that
are associated with certain cultures in order not to turn learners who are victims of such into subjects
of ridicule. The focus has to be positive from the outset.

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WEEK 1

LESSON 1-3
Learning indicators
1. Use pure vowel sounds (short vowels) in connected speech.
2. Retrieve specific information and interpret a variety of simple texts.
3. Use nouns accurately in speech and writing.

Theme/Focal Area: (Lesson 1): Pure Vowels (Short Vowels)

There are forty-four (44) or more English Language Speech Sounds. These are grouped into vowels
and consonants.
A vowel sound is a sound that is produced with no obstruction of the pulmonary air from the lungs.
They are also known as Oral sounds. This is because they are produced orally on the tongue.
The shape of the tongue shows itself in the production of pure vowel sounds in the Vowel Chart. The
pure vowel sounds are used in speech, while the general vowels (a, e, i, o, u) are seen in written speech.

The Vowel Chart

The pure vowels are:

1. /i:/ – see, sea, peel
2. /i/ – pit, sit, fill
3. /e/ – set, bet, let
4. /ᴂ/ – man, that, can
5. /a:/ – art, park, part
6. /ɒ/ – pot, lot, dross
7. /ɔ:/ – port, tall, sort
8. /ʊ/ – put, bush, pull
9. /u:/ – pool, cool, stool
10. /ʌ/ – bus, hut, cup

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11. /ε:/ – bird, earth, birth

12. /ǝ/ – around, about, teacher
(They are also known as monophthongs.)
Vowels are commonly described according to the following characteristics:
1. The parts of the tongue that are involved in the articulation: front, central or back.
2. The tongue’s position relative to the palate: high, mid or low.
3. The shape of the lips: rounded or unrounded (spread).
4. The length or duration of vocalisation: long or short.
Note: This information is to serve as background notes for the teacher and support the review on
vowels and consonant sounds from Junior High School

Short Vowels
What you need to know about short vowels:
1. There are seven (7) of them in the English language.
2. The short vowels are /ɪ/, /e/, /ᴂ/, /ǝ/, /ʌ /, /ɒ/, /ʊ/
3. They are noticeably shorter than long vowels.
4. They are made with only one mouth position.

Learning Tasks

1. Learners articulate short vowel sounds /ɪ/, / e/, /ᴂ/, / ǝ/, /ʌ/, /ɒ/, / ʋ/ accurately in connected
speech.
2. In mixed-ability groups, learners identify short vowel sounds in sample texts and use them
in connected speech.
3. Using building on what others say, learners use words with specific sounds to form sentences.
4. Learners play the ‘Confinement Game’ to identify short vowel sounds in different
environments of given words such as: simplicity, seminar, accurate, again, absurd, aggregate,
hullabaloo, cucumber and pedagogical.

Pedagogical Exemplars
1. Collaborative learning:
a. in pairs/groups, learners listen to and identify the short vowels of the English language (eg,
/ɪ/, /e/, /ᴂ/, / ǝ/, /ʌ/, /ɒ/, /ʋ/) in sample spoken texts (eg, tape recordings, podcasts, radio,
read aloud exercises, tongue twisters, YouTube videos on vowel sounds). Learners pay
attention to the unique qualities of each sound.
b. working in mixed-ability groups, learners identify short vowel sounds in sample texts and
use them in connected speech.
c. in mixed-ability/gender groups, learners form at least five sentences with each sound
represented in each of the words used to form the sentences ( /I/ -His lip is pink. /i:/ - He
eats meat).
2. Talk for learning: in groups, learners listen to a pair of words and identify the words with short
vowels. eg, ship/sheep, cat/cart, cot/court, pull/pool.

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3. Building on what others say: learners articulate short vowel sounds (eg, /ɪ/, /e/, /ᴂ/, / ǝ/,
/ʌ/, /ɒ/, /ʊ/) accurately in connected speech. In small groups, the articulation of the following
phrases can be practised, and other examples generated by the group.
For example:
a. Can you can, as a canner cans a can?
b. Near an ear, a nearer ear, a nearly eerie ear.
4. Think - pair - share: in pairs and groups, learners use short vowel sounds in words and
connected speech through conversations and tongue twisters as in the examples below:
a. You know New York, you need New York, you know you need New York.
b. Nine nice night nurses nursing nicely.
c. I saw a kitten eating chicken in the kitchen.

Key Assessment
1. Assessment Level 1: Reproduction and Recall
a. Identify the short vowels in the following words: can, put, look, trust, lend.
b. Write two (2) examples, each corresponding to the following sounds: /ɪ/, / e/, /ᴂ/, / ǝ/, /ʌ/,
/ɒ/, / ʊ/.
2. Assessment level 2 - Skills Building (formative): group the following words under the
short vowels: family, pot, pick, about, dog, difficult, socks, pat, flat, system, cut, result, neck,
hut, complete.
3. Assessment Level 3: Strategic Thinking (Formative)
Use the following words in sentences:
A. result
B. neck
C. hut
D. complete
E. socks

Theme/Focal Area (Lesson 2): Reading Techniques

Reading Techniques
1. Scanning: This refers to looking for ideas very quickly in a text to find specific details such as
searching for a telephone number in a directory. Ask why we can do this?
2. Skimming: This refers to the process of reading the main ideas within a passage to get an
overall impression of the content.
NOTE: The difference between skimming and scanning is that skimming elicits whatever general
information is contained in the document, while scanning is for specific information in a text.
3. Close Reading: This refers to the method of reading that focuses on the specific details of a
passage or text in order to discern meaning.

The steps to close reading are

1. Read and annotate the text with a focus on the main elements and important details.
2. Reflect on the organisation and patterns in the text.

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3. Read the text again with a focus on organisational patterns.

Learning Tasks

1. Learners use scanning and skimming to retrieve key information from given texts.
2. Learners close-read given passages, examine and interpret short texts.
3. Learners apply close reading techniques in retrieving key information from given passages
and/or newspapers.

Pedagogical Exemplars
1. Collaborative learning: guide learners to work collaboratively in pairs and mixed-ability
groups to glance through short stories with simple texts (including texts from social media) for
specific information (date of birth, place of birth, keywords), while remembering to tolerate and
respect other views from their own.
2. Brainstorming: in convenient mixed gender/ability groups, learners collaborate to survey texts
for the general idea.
3. Partner talk: learners through partner talk, use features such as the title of a story, illustrations
(such as pictures), boldface words, headings and subheadings, topic sentences and concluding
sentences of paragraphs, first and last paragraphs to examine critically a variety of texts (eg,
social media, biographies) by examining them for the gist of the story.
4. Think-pair-share: teacher guides learners to use questions at the end of texts to derive the key
topics of the text.
5. Talking circles: learners read and interpret texts from familiar backgrounds and connect the
messages of the texts to their personal lives with minimal teacher’s support. Again, the views
of others have to be respected.
6. Group Work
a. Guide learners in groups to download (or search newspapers for) positive stories from
social media about familiar and popular personalities in the country, such as musicians,
political leaders, and use the texts to practise scanning and skimming techniques in class.
b. In groups, learners work collaboratively to close-read, examine and interpret level-
appropriate short texts with support from the teacher.
c. Learners work collaboratively in pairs to interpret a variety of texts using a combination of
the three reading strategies - they scan, skim and close-read texts.
NOTE: Some suggested pedagogical strategies include Brainstorming, Talking Circles, Partner Talk,
Think-Pair-Share to enable learners to talk more and be part of the lesson.
Teachers can find sample level appropriate short stories/passages from other subjects such as Social
Studies, Agriculture and Geography, and guide learners in applying the reading techniques to retrieve
information and interpret a variety of texts.

Key Assessment
1. Assessment Level 1 Reproduction/Recall (Formative): Read the passage carefully, scanning
for specific information such as names, phone numbers, places, features and so on.
2. Assessment Level 2 Skills Building (Formative): Read the given passage carefully, skimming
to retrieve important or specific information to answer given questions.

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3. Assessment Level 3 Extended Thinking (Formative): Apply the steps in close reading to
retrieve specific information and discern meaning of given words/ expressions.
Note: Depending on the choice of text, learners may answer comprehension questions such as:
1. Suggest a suitable title for the passage.
2. What is the writer’s mood?

Theme/Focal Area: (Lesson 3): Nouns

Nouns
Nouns are words that represent people, places, or things (objects, animals and ideas).
Everything we can see or talk about is represented by a word. That word is called a “noun.” You
might find it useful to think of a noun as a “naming word.”

Forms/Types of Nouns
1. Common Nouns - For example: chair, book, plate, phone, bottle, man, church, school, girl, pot,
truck, pastor, ghost.
2. Proper Nouns - For example: Adwoa, Musa, Dzifa, Kukua, Ghana, Lake Volta, Canada,
Kakum National Park, The Speaker of Parliament.
3. Concrete Nouns - For example: window, projector, computer, bottle, phone.
4. Abstract Nouns - For example: love, kindness, honesty, integrity, sincerity, peace, joy,
happiness, hatred.

Pedagogical Exemplars
1. Collaborative learning and brainstorming
a. In mixed-ability/gender groups, through brainstorming, guide learners to discuss the
concept of nouns.
b. Learners in mixed-ability groups collaboratively classify nouns from selected passages into
noun types/forms.
2. Talk-for-Learning: Using talk for learning, guide learners to use nouns in connected speech.
3. Brainstorming: Through brainstorming, guide learners to use nouns appropriately in
communication.

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Learning Tasks

1. Learners identify and classify nouns from given texts.

2. Learners identify, classify and use nouns in connected speech.
3. Learners identify, classify and use nouns appropriately in communication.

Key Assessment
1. Assessment Level 1 Recall: Explain the meaning of nouns/explain nouns in your own words
and give three examples. of nouns.
2. Assessment Level 2 Skills of Conceptual Understanding: Identify and classify different
types of nouns into the respective forms from given texts and selected passages.
3. Assessment Level 3 Strategic Reasoning: Use both singular and plural forms of nouns in
sentences.

Session Review
This session which exposed learners to articulation of speech sounds, techniques of information
retrieval and interpretation, and the discussion of a specific usage of grammar – nouns - have
improved learners’ perspective in the study and use of English Language. It will also have
boosted the confidence in their use of language in everyday discourse in speech and writing.
The interactive use of 21st century skills and inculcation of moral values has enhanced the
participation of learners. The use of games and other interactive pedagogical strategies also
made lessons more collaborative and thus exciting.
The assessment strategies ranging from DoK Levels 1 to 4 have improved learners’ problem-
solving skills and powers of reasoning.

References:
1. New Gateway English for Senior High School Book 1
2. English for Senior Secondary Schools Book 1
3. Black Star Series Book 1
4. Old newspapers
5. Selected passages from subjects across the curriculum such as Social Studies,
Agriculture, Geography
6. Sample texts & pictures from social media
7. Phonetic numbers (online phonetic memory games)

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WEEK 2

WEEK 2

Strands
1. Grammar
2. Writing
3. Literature

Sub-Strands:
1. Grammar Usage
2. Writing
3. Literature

Learning Outcomes
1. Apply knowledge of word classes and their functions in communication.
2. Write clearly, arrange and present ideas in a logical and coherent manner through
written communication.
3. Explore briefly the particular function of literature.

Content Standard
1. Demonstrate knowledge, understanding and use of grammatical forms in speech and writing.
2. Develop, organise and express ideas coherently and cohesively in writing.
3. Demonstrate knowledge and understanding of how the language of literary genres facilitates
understanding of a text.

INTRODUCTION AND SUMMARY FOR THE WEEK

Welcome to week 2. The strands for this week are Grammar, Writing and Literature. The focal point
of the grammar lesson is Functions of Nouns, something learners usually do not generally discuss.
However, with your skilful teaching and incorporation of 21st century teaching skills and ICT, the
lesson promises to be exciting, understandable and relatable to learners.
The Writing lesson’s focal point is Cohesive Devices which serve as road signs on the writing path,
and Paragraph Development which will, apart from teaching learners about the parts of a paragraph,
give them the opportunity to practise the usage of the cohesive devices in actual paragraphs. The core
Literature lesson also focuses on the concept, types and importance of Literature. It is expected that
this lesson will be related to real life and learner’s experience and the world of work.

SUMMARY OF PEDAGOGICAL EXEMPLARS

The pedagogical exemplars help to unearth the cognitive potential of learners as they are compelled
to think or brainstorm, exemplify and provide appropriate responses which is contrary to what used
to be the status quo in the objective-based curriculum. Learners collaboratively share ideas on the
various tasks and group activities which not only gives room to the shy learners to contribute to the
lesson but also help them break out of their shyness. With all these strategies amongst others, the
teacher aims to guide learners to put into practice the cultural values of our nation Ghana which
include respect, tolerance and honesty.

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ASSESSMENT SUMMARY
The assessment strategies aim for a level-appropriate approach which ensures that each learner is
involved and made to recall, build skills, reason strategically and provide evidence of extended
critical thinking. The higher learners go, the more challenging the tasks get and the more demanding
the responses become. Where necessary, learners should be given ample time in order to provide
satisfactory responses under the guidance of the teacher.

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LESSONS 1-3
Learning Indicators:
1. Use nouns accurately in speech and in writing.
2. Use an extended range of cohesive devices (connectors or linking expressions) to
improve paragraph coherence.
3. Use the definition of literature to identify its genres.

Theme/Focal Area: (Lesson 1): Nouns

A noun is a word that names something, such as a person, place, thing or idea.
Functions of nouns: In a sentence, nouns can play the crucial role of subject, direct object, indirect
object, subject complement or object complement.
Some examples of nouns include cat, bicycle, Accra, Tamale, Amina, Kofi.
Learners use previous examples given in the brainstorming session to identify the noun forms as they
think in pairs and share ideas, supporting the involvement of all.

Forms/Types of nouns
1. Count Nouns: For example, pen/pens, book/books,
2. Non-Count Nouns: For example, water, oil, sugar.
3. Collective Nouns: For example, children, family, leaders.
Note: Teachers are to guide learners to identify regular and irregular nouns.
4. Regular/Irregular Nouns

Regular Irregular
boy/boys man/men
chair/chairs sheep/sheep
For example, I have one ox, but he has two oxen.
5. Possessive (Genitive) Forms of Nouns-Games:
The possessive (or genitive) forms of nouns show ownership or possession. This often takes the
form apostrophe “s” (‘s), apostrophe alone (‘) and “s” apostrophe (s’) in regular plurals.
Examples:
a. Adding ‘s’ to regular nouns to show possession. For example:
i. Akwasi’s bag
ii. Fuseina’s car
iii. Dzifanu’s house
b. Adding ‘s’ to the possessive case in regular plural nouns.
i. The boys’ dormitory.
ii. The girls’ house.
iii. Mfantsipim Boys’ School

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c. Adding ‘s’ to the apostrophe/Adding the apostrophe to nouns ending in ‘s’. For example:
i. Abass’ book
ii. Rawlings’ speech
iii. James’ bag
iv. Akos’ bicycle
v. St. Roses’ School
d. Adding ‘of’ to the noun phrase.
For example:
i. The title of the poem
ii. Kudus was the man of the match.
iii. The wife of Hamza was here.

Pedagogical Exemplars (With Cross-Cutting Themes Integrated)

1. Brainstorming: Learners in mixed - ability groups to brainstorm the concepts, encouraging
one another to define and give examples, taking into consideration their cultural backgrounds.
Learners explain the meaning of nouns based on knowledge from the previous lesson on nouns.
2. Group work: learners work in mixed-ability groups, ensuring collaboration and respecting one
another’s view to identify nouns in context and use them in speech and writing with support
from the teacher.
3. Conversation drills: learners engage in conversation using different types of nouns.
4. Task-based learning: teacher guides learners through varied activities in which learners focus
on the appropriate use of language - noun forms, to complete given tasks in the teaching and
learning of language.
5. Building on what others say: this is mostly a chain game that places emphasis on drills. A
learner says one thing and the other learner builds on it. It continues until all learners have their
turn. It’s also time-bound.
For example:
Have the learners form a circle. Address the other learners standing next to you and shake their
hands while you enthusiastically introduce yourself: Hello, my name is ... (use your own name).
Nice to meet you!
One by one, every learner introduces him/herself to his/her neighbour.
6. Brainstorming: teacher guides Learners in mixed-ability groups to brainstorm the concept of
nouns by encouraging one another to define and give examples, while taking into consideration
their cultural/ linguistic backgrounds.
7. Group work: in mixed-ability/gender groups, learners identify specific functions of nouns as
used in newspapers, short stories and other texts.
8. Building on what others say: in mixed ability/ gender groups, task learners to identify nouns
in sample texts, brainstorm and/share their knowledge on the functions of the identified nouns
and present their response to the whole class.
9. Brainstorming: teacher guides learners in mixed ability groups to brainstorm the functions of
nouns in sample sentences.
10. Gamification: guide Learners in gender groupings to use games to form possessives of nouns
appropriately in speech and in writing.

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Key Assessment
1. Assessment Level 1: Reproduction/Recall (Formative): Give an example of a sentence that
makes use of at least one of the functions of nouns.
2. Assessment Level 2: Skills Building (Formative): Give three sentences that have a function
of nouns in each of them.
3. Assessment Level 3: Extended Thinking (Formative)
a. Identify at least three examples of each of the functions of nouns in sample stories,
newspapers or books.
b. Present a PowerPoint or another kind of presentation of at least three examples of each of
the functions of nouns used in a sample text.

Theme/ Focal Area 2: (Lesson 2): Discuss the Use of Cohesive Devices in Paragraph
Development

Cohesive Devices
Cohesive devices are the expressions used to ensure coherence or free flow of thought from the
beginning to the end of the paragraph.
Examples of cohesive devices include First and Foremost, in the first place (for developing first
points), also, further, furthermore (to add a point) and in a nutshell, in conclusion, conclusively
among others (for last points). Other devices can be used within the paragraph for emphasis, such as
for instance/ for example (when citing examples), consequently (to show result), in contrast, however
(when speaking about the opposite).
Paragraph Development
A paragraph is a group of sentences that focus on a particular idea. A paragraph is not just a mere
assemblage of sentences. A good paragraph should have unity, coherence and clarity of development.
The paragraph is made up of a topic sentence and support sentences (major and minor support
sentences).
The topic sentence is the main idea on which the whole paragraph is developed. The topic sentence is
generally at the beginning of a paragraph, but it can be placed in the middle or end of the paragraph.
The topic sentence is developed/explained by the support sentences.
The support sentences are made up of explanations, examples, scenarios, and illustrations, which
build up the paragraph. The paragraphs come together to make up an essay.
The paragraph is made up of three parts: introduction, body and conclusion. These three parts are
referred to as the structure of the paragraph.
1. Introduction of the paragraph: This contains the subject matter/thesis statement of the whole
paragraph. It indicates the reason/purpose of the paragraph.
Example:
a. Road accidents have caused a lot of havoc in Ghana. These mostly resulted from illegal
overtaking and drunk driving. Excessive speeding has played a major role.
b. Novels have been part of Ghana’s education since the 1960s and their appeal has survived to
the present day. The stories are told both through text and images. In recent times, there has
been much debate regarding whether our novels have a place within the library’s collection.
To some, novels are silly, violent and chauvinistic; for others, novels deal with current
issues – with serious subjects and opportunities for personal learning.

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In the examples above, the underlined part is the topic sentence and the rest are support sentences.
Note
Thesis statement may depend on the type of paragraph or essay written.
2. Body of the paragraph: this usually comprises supporting sentences which serve as support to
the thesis statements in the paragraph.
3. Concluding Sentence: This gives the indication that the paragraph has come to an end without
it being specifically stipulated. The cohesive device that follows in the subsequent paragraph
indicates that another idea is beginning.

Pedagogical Exemplars
1. Brainstorming: in mixed ability groups, guide learners to brainstorm and propose the meaning
of a paragraph and the identification of its parts.
2. Collaborative Learning:
a. Guide learners in mixed-ability groups to examine sample materials (sample essays,
passages from books, journals, texts from social media) and to discuss the structure of the
paragraphs.
b. Learners write the main ideas or what the paragraph is about, some supporting sentences
and concluding sentences.
3. Brainstorming/ Collaborative Learning: Guide learners to apply various useful strategies to
compose paragraphs on given topics.
4. Role Play: Guide learners to use appropriate expressions to link ideas or sentences in the
paragraphs for coherence -for example, besides, in addition, moreover, again, furthermore
among others.
5. Think-Pair-Share: Learners individually and in groups compose paragraphs containing the
following: a central idea (suitable for an essay): supporting sentences linked with appropriate
cohesive devices (and, before, since while as, until), suitable background information and a
conclusion.
6. Initiating Talk for Learning: guide learners to design story maps and use them to compose
introductory, body and concluding paragraphs in their mixed ability/gender groups. Learners
are encouraged to appreciate the value of respect for one another in their groups.

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WEEK 2

Learning Tasks

1. Learners explain what a paragraph is and identify paragraphs in sample essays or passages.
2. Learners write sample paragraphs and indicate the parts.
3. Learners write at least a two-paragraph essay with the parts clearly indicated and appropriate
cohesive devices used on given topics.

Key Assessment
Assessment Level 1 Recall (formative)
a. What is a paragraph?
b. Recall the parts of a paragraph.
Assessment Level 2 Skills of conceptual understanding (formative): Using appropriate cohesive
devices, write out a two-paragraph essay on a topic of your choice.
Assessment Level 3 Strategic Reasoning: Develop at least two complete paragraphs on the
importance of education.
Assessment Level 4 Extended Critical Thinking: Rearrange a number of mixed-up sentences in a
paragraph so that it is more meaningful and coherent.
(A sample TikTok video that does not make sense could be shown for learners creatively to develop
coherent paragraphs out of the different ideas presented in the video)

Theme/ Focal Area: (Lesson 3): Use the Definition of Literature to Identify its Genres
Literature is a form of human expression. Literature refers to works of imaginative, artistic or
intellectual value, typically characterised by the use of language to convey ideas, emotions and
experiences.
It encompasses various forms of expression such as novels, poems, plays, essays, short stories and
other literary works.

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 WEEK 2

Types of Literature
1. Oral Literature - Works of art that are transmitted by word of mouth (including festivals,
customary practices, music and dance, folktales, folklore, dirges (ceremonial praising of the
dead person, often termed ‘eulogy’), myth and legends)
2. Written Literature-Works of art that are transmitted in written form. They include The Beautiful
Ones Are Not Yet Born by Ayi Kwei Armah, The Dilemma of a Ghost by Ama Ata Aidoo,
“Raider of Treasure Trove’ by Lade Worsonoo.
Importance of Literature
1. A source of entertainment
2. Preserves culture
3. A source of income
4. Teaches values and moral lessons
5. A form of education

Genres of Literature
1. Narration / prose - A type of written language that typically contains dialogue and narration.
In literature, prose is the most common form of writing. The two main types of prose are fiction
and non-fiction. Prose is found in novels, short stories, plays and essays such as The Kaya Girl
by Mamle Wolo and Things Fall Apart by Chinua Achebe.
2. Poetry - Poetry is a form of literature that uses language to convey emotions or ideas in a
concise and often rhythmic manner. It is written in lines and verses. While some people may
view poetry as difficult to understand, there is often great beauty in its simplicity. For example,
“Makola” by Theresah Ennin and “Skirt” by Niyi Osundare.
3. Drama - Drama is a genre of literature that tells a story through the use of dialogue and
movement. It often has a clear plot and characters who undergo change or development over
the course of the story. Drama can be divided into several sub- genres, such as tragedy, comedy
and farce. For example, The Son Umbele by Bill Marshall, The Blinkards by Kobina Sekyi, The
Marriage of Anansewa by Efua T. Sutherland and A Tribe called Judah by Funke Akindele are
all works of drama.

Pedagogical Exemplars
1. Task-Based Learning: In mixed-ability grouping, learners use concept maps to define
Literature in simple terms by using different sources, including the internet/or watching films
and then relating it to real life.
2. Experiential Learning: In mixed-ability grouping, learners use concept maps to identify
Literature genres based on the definition using different sources, including the internet or
watching a film.
3. Collaborative Learning: In mixed-ability/gender groups, learners explain the distinctive types
of Literature with at least two examples of each.
4. Building on what others say: Learners in mixed ability/gender grouping outline and explain
the importance of literature in everyday life activities with real life examples or instances.
5. Talk for Learning: Guide learners to identify the genres that make up literature- (Prose, Drama,
Poetry) and identify their characteristics.

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WEEK 2

Learning Tasks

1. Learners define Literature in simple terms using different sources, including the internet/or
watching a film.
2. Learners use concept maps to identify genres of Literature based on the definitions using
different sources, including the internet or watching a film.
3. Learners brainstorm on the importance of Literature.

Key Assessment (Formative)

1. Assessment Level 1 Recall
a. Explain Literature in your own words
b. Mention possible types of literature
2. Assessment Level 2 Skills of Conceptual Understanding: Explain the types of Literature
with real life examples
3. Assessment Level 3 Strategic Reasoning
a. Relate 4 importance of literature to real life and cite literature texts to prove each of them.
b. Present a PowerPoint (or any other form of) presentation on at least four importance of
literature with explanations, real life scenarios or experiences and sample literature texts.

Session Review
This session’s lessons have further improved learners’ use of language with the discussions on
the appropriate use of nouns and the forms, cohesive devices in paragraph development, and
the concept of Literature, its genres and importance. These have changed learners’ perspective
to the study and use of English Language as well as having boosted the confidence in their use
of language in everyday communication. The pedagogical strategies used in the discussions
should have ensured the full participation of learners as they freely shared their opinions during
the lessons. The interactive use of 21st century skills and the integration of ICT tools made the
lessons exciting. Learners’ moral values such as respect for one another, honesty and tolerance
have been enhanced by the use of group work. The assessment strategies ranging from DoK
Levels 1 to 4 have improved learners’ problem-solving skills and powers of reasoning as it
made room for learners to work within their abilities.

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 WEEK 3

WEEK 3

Strands
1. Oral Language
2. Reading
3. Grammar

Sub-Strands
1. Listening Comprehension
2. Reading Comprehension
3. Grammar Usage

Learning Outcomes
1. Extract key ideas from oral text/communication using relevant listening skills and
learner strategies.
2. Employ knowledge of text comprehension strategies to read for enjoyment and
information.
3. Apply knowledge of word classes and their functions in communication.

Content Standards
1. Demonstrate the ability to listen critically in order to extract and construct varied levels of
meaning from any oral communication.
2. Understand different types of reading and text comprehension strategies and use them to
interpret a variety of level appropriate texts.
3. Demonstrate knowledge, understanding and use of grammatical forms both in speech and
in writing.

INTRODUCTION AND SUMMARY FOR THE WEEK

The lessons this week focus on Oral Language, Reading and Grammar. As one of the most practical
strands in the English Language, the first lesson focuses on extracting key ideas from oral presentations.
This is to help build learners’ listening skills during the lesson for lifelong learning and adult life.
The second lesson reveals text comprehension strategies, knowledge of which makes reading
pleasurable and informative.
The final lesson on grammar helps learners to use Pronoun types accurately in speech and writing.
All these lessons have a direct impact on learners’ speech and writing. With the best pedagogical
approaches and needed resources learners will improve upon their listening, speaking, reading and
writing skills. The aim here is to avoid dryness and rote-learning by assisting learners to interact
positively with each other.

SUMMARY OF PEDAGOGICAL EXEMPLARS

The pedagogical exemplars help to unearth the full cognitive potential of learners as they are compelled
to think or brainstorm, exemplify and provide appropriate responses which are contrary to what used

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WEEK 3

to be the status-quo in the objective-based curriculum. Learners collaboratively share ideas on the
various tasks and group activities which not only give room to the shy learners to contribute to the
lessons but also help them break out of their shyness.
With these and even more, learners practise the cultural values of our nation Ghana which include
respect, tolerance and honesty.

ASSESSMENT SUMMARY
The assessment strategies ensure a level-appropriate approach which ensures that each learner is
involved and helped to build skills, to reason strategically, to recall and to provide evidence of
extended critical thinking. The higher learners go, the more challenging the tasks become and the
more demanding the responses there are. Where needed, learners should be given ample time in order
to provide satisfactory responses. A sensitively varied approach in assessment is required; the aim
after all is to encourage success and then to develop an even more enthusiastic, confident approach to
employing language skills.

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 WEEK 3

LESSONS 1-3
Learning Indicators
1. Recognise the main ideas in level-appropriate oral texts.
2. Retrieve specific information and interpret a variety of simple texts.
3. Use pronoun types accurately in speech and writing.

Theme/Focal Area 1: (Lesson 1)

Study the conversation below. Practise it with your learners.
Hamza: Hello? Am I talking to Kwame Osei?
Kwame: Hello. Yes, I am Kwame Osei. May I ask who is speaking?
Hamza: Kwame, it’s me, Jay Roy, from school. Remember?
Kwame: Hey Hamza, how are you? It’s been such a long time.
Hamza: I am doing well. Yes, four long years after SHS. I got your contact number from Amina. You
remember her, right?
Kwame: Yes, yes, I do remember her. Wasn’t she the one who topped our engineering batch last year?
Hamza: Yes, that’s her! She’s in Takoradi working for a big company now.
Kwame: Wow! Good for her.
Hamza: The main reason I called you up is that I am planning to organise a reunion of our batch and
wanted to know if you could make it.
Kwame: Really? Yes, I would love to attend the reunion. Just let me know the time and venue.
Hamza: Do you remember the auditorium of our school where we had our orientation programme?
Kwame: How can I forget that auditorium? We all have spent so much time in that place over the years.
Hamza: That’s the place for our reunion. I called up the College regarding this, and they permitted
us to have the reunion there. In fact, some of our facilitators might also be there. I’ve sent out
invitations to them too.
Kwame: Splendid! I am eagerly looking forward to this reunion. I can’t wait to see old friends like
Amina and the others.
Hamza: I have to contact a few others too. I will let you know the details within two days. Meet
you soon. Bye
Kwame: Sure. Bye.
Tone (voice of a text/passage): This refers to the general character/attitude of a piece of writing. It
adds to the interpretation of a text.
Mood: This refers to how the writer wants the reader to feel as a result of reading/watching the text/
passage. It may be sad, funny, creepy, nostalgic, cheerful.
Attitude: This refers to the feeling of the writer about the subject. It is mostly deduced from the
choice of words, sentence structure, use of figurative language, reasons, evidence.

Pedagogical Exemplars
1. Talk for learning: In mixed ability groups learners share their thoughts on information from a
random conversation between two learners and explain the relevance of listening comprehension
in conversation.

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2. Brainstorm: Discuss the conversation with your learners guiding learners to identify the main
ideas in the conversation and stating which aspects of the conversation are less important to
their understanding.
3. Role play:
a. Have learners role-play similar situations, bringing out the tone, mood and perspective of
the text. Show how the word-choice and sentence lengths here show the personalities of the
speakers.
b. Learners engage in a conversation and bring out the tone, mood and attitude in the extract
in the teacher manual. They listen to an audio/video to come out with the relevant ideas.
4. Building on what others say: Learners talk about their experiences relating to the information
presented in the role play (an oral text), reflect on the ideas, and distinguish between the more
and less important ideas in a text. This will empower learners to develop an inquiry-based
approach to continuous learning.
5. Group work/ Collaborative learning: In mixed ability/gender groups, learners sort important
and less important information written on sheets of paper. Guide learners to discuss why some
ideas are considered as main ideas and others as less important information.
Note:
Pay attention to the beginning and end of a conversation.
Pay attention to paralinguistic features (tone of voice, stressed/unstressed words) and non-verbal cues
(gestures, facial expressions, and so on.)
Pay attention to speakers’ use of descriptive terms and examples (For example: explanation,
illustrations, statistical information, endless adjectives and adverbs), which normally introduce
subsidiary ideas in communication.
Pay attention to speaking cues (For instance: Today we will focus on…, The story is about…, Let’s
move on to…, In other words…, The result of this is…)

Learning Tasks

1. Learners talk about their experiences relating to the information presented in an oral text,
reflect on the ideas and distinguish between the more and less important ideas in the text.
2. Learners sort important and less important information written on sheets of paper.
3. Learners discuss why some ideas are considered as main ideas and others as less important
information.

Key Assessment
1. Assessment Level 1: Write at least two important pieces of information from the given passage.
2. Assessment Level 2
a. Identify the main ideas and where they can be found in the passage.
b. Write the main ideas in the conversation you just listened to.
3. Assessment Level 3
a. State the mood, tone and attitude of the writer of the passage.
b. From the pre-recorded audio, state the mood, tone and attitude of the writer.
c. Suggest a suitable title for the passage.
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THEME/FOCAL AREA 2: (LESSON 2)

The teacher should select level-appropriate passages from related subjects (History, Economics,
Integrated Science, Literature-in-English, RME, Social Studies, amongst others) for learners to read
and interpret accordingly, applying the varied techniques in reading. Other reading texts/passages
include old newspapers, passages from social media, and set books on topics such as Natural Disaster,
Environmental Degradation, Health Issues, Social Injustices, Floods, Road Accidents, Educational,
Religious and Social Issues.
Note: (Refer to Focal Area note 2 for techniques in reading).

Pedagogical Exemplars
1. Role play: Guide learners to role-play moral lessons behind the stories/passages to bring out
information retrieval and differing interpretations.
2. Collaborative Learning: Learners work collaboratively in pairs and mixed-ability groups to
glance through short stories and sample texts (including texts from social media) for specific
information (such as date of birth, place of birth, keywords), while tolerating and respecting
each other’s views. Guide learners to collaborate and survey texts for the general ideas.
3. Talk for learning: Learners use features such as the title of a story, illustrations / pictures,
boldface words, headings and subheadings, topic sentences and concluding sentences of
paragraphs, first and last paragraphs critically to examine a variety of texts (such as social
media or biographies) by examining them for the gist of the story.
4. Brainstorming: Learners in mixed-ability groups brainstorm the ideas in the text they read,
encouraging one another to define and give examples, taking into consideration their cultural
backgrounds. Learners use questions at the end of texts to derive the gist of the text.
5. Experiential Learning:
a. Guide learners to read and interpret texts from familiar backgrounds and connect the
messages of the texts to their personal lives.
b. In groups, learners download (or search newspapers for) positive stories from social media
about familiar and popular personalities in the country such as musicians, political leaders
and use the text to practise scanning and skimming in class.
6. Gamifications: Learners play the Word chain games (i.e. repetition of similar words or
sequences), sorting word cards in groups to differentiate the main ideas from the subsidiary ones.
7. Talk-for-Learning approaches (TfL): Learners collaboratively discuss ideas retrieved from
texts giving room for all to share their thoughts.
8. Talking Circles
a. Learners in mixed ability/ gender groups read given texts and retrieve information
encouraging full participation of one another (Skimming).
b. In groups, learners work collaboratively to close-read, examine and interpret level-
appropriate short texts.
c. Learners work collaboratively in pairs to interpret a variety of texts using a combination of
the three reading strategies; they scan, skim and close-read texts.

Learning Tasks

1. Learners identify at least one main idea from the given passages.
2. Learners identify specific and main ideas of the given passages.
3. Learners provide appropriate titles to the given passages.

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Key Assessment
1. Assessment Level 1: Write out at least two specific pieces of information from a selected passage.
2. Assessment Level 2: Identify at least two specific information and two supporting information
from a selected text.
3. Assessment Level 3
a. Suggest at least two moral lessons from a selected text.
b. Suggest a suitable title for the selected passages.
c. Answer comprehension questions on a given passage.

Theme/Focal Area 3: (Lesson 3) Pronouns

A pronoun is a word that stands in for a noun, often to avoid the need to repeat the same noun. Like
nouns, pronouns can refer to people, things, concepts, and places. Most sentences contain at least one
noun or pronoun.

Types of Pronouns
1. Personal Pronouns are simple pronouns that are used to substitute proper names. Some examples
of personal pronouns are I, you, he, she, we, they, him, her, he, she, us, it and them.
2. Possessive pronouns are pronouns that are used to show possession. They are: mine, your,
yours, his, hers, their, theirs and its.
3. Relative pronouns are pronouns that are used to relate one part of the sentence to another. They
are: that, which, where, when, why, what, whom, whose, and who.

Pedagogical Exemplars
1. Partner Talk/Conversation Drills:
a. Learners engage in conversations using different types of pronouns.
b. In mixed-ability groups, learners explain what a pronoun is and give examples.
2. Talk for learning:
a. Learners brainstorm the types of Pronouns - personal, possessive and relative pronouns and
give examples.

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b. In mixed-ability/gender Groupings Communicate verbally and non-verbally to identify

pronoun types.
3. Role Play: Using role-play to ensure tolerance for one another; learners work in mixed-ability
groups, collaborating and communicating verbally and non-verbally to identify pronoun types.
4. Group Work: Learners work in mixed-ability groups, ensuring collaboration and respecting
one another’s views to identify pronouns in context and use them in speech and writing.

Learning Task

1. Learners explain what a pronoun is with five examples.

2. Learners brainstorm the types of pronouns - personal, possessive and relative pronouns and
give examples.
3. Learners write short stories/passages using different types of pronouns.
4. Learners answer oral and written questions on types of pronouns to ensure their level of
understanding. Learners communicate in pairs using appropriate types of pronouns.

Key Assessment
1. Assessment Level 1
a. What are Pronouns?
b. Give five examples of pronouns.
c. Put the pronouns into their respective types.
2. Assessment Level 2
a. Fill in with the appropriate pronoun.
i. .……. is my father.
A Him
B He
C His
ii. The cat is an interesting character, that is why ... keep … as my pet
A I and him
B it and I
C I and it
c. Write at least three types of pronouns and give examples.
d. Give at least two examples of the types of pronouns and use them in sentences.
3. Assessment Level 3
a. Write out a brief conversation between your friends and you using the appropriate types
of pronouns.
b. Prepare a PowerPoint presentation (or any other form) on the usefulness of pronouns in
everyday discourse.

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Session Review
Three major strands have been explored in this session: Listening Comprehension, Reading
Comprehension and Grammar Usage. The Listening Comprehension has exposed learners
to the art of listening to sift important information out of less important just as the Reading
Comprehension has excited learners through the techniques of reading to retrieve information
for a purpose. The grammar usage highlights the usefulness of the pronoun in everyday
discourse. The pedagogical strategies make the lessons inclusive and involving and ensure a
full participation of all learners. The use of ICT tools such as projectors, computers, mobile
phones to search for information from the internet as well as listening to recorded audios,
watching of films and documentaries make the lessons stimulating and collaborative.
The assessment strategies, ranging from hands-on tasks, projects and take-home assignments
helped to bring out the abilities and / capabilities of learners while building the national core
values such as tolerance, integrity, honesty, support for one another among others.

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 WEEK 4

WEEK 4

Strands
1. Grammar
2. Writing
3. Literature

Sub-Strands
1. Grammar Usage
2. Text Types and Purposes
3. Narrative, Drama, Poetry

Learning Outcomes
1. Apply knowledge of word classes and their functions in communication.
2. Use a process-oriented approach to craft descriptive, creative, informative and
persuasive written compositions.
3. Employ language to analyse a text for its meaning.

Content Standards
1. Demonstrate knowledge, understanding and use of grammatical forms in speech and writing
2. Use a process approach to compose descriptive, narrative/imaginative, informational,
persuasive and argumentative texts
3. Demonstrate knowledge and understanding of how the language of literary genres facilitates
understanding of a text.

INTRODUCTION AND SUMMARY FOR THE WEEK

Welcome to week four (4). This week is a continuation of the previous weeks’ Grammar, Writing
and Literature. Appropriate starters should be used to arouse the interest of learners to continue
from where the previous discussions ended. This should be done by reviewing the learners’ relevant
previous knowledge on each of the sub-strands to start the lesson. The lesson in Grammar Usage this
week covers the accurate use of pronoun types in speech and in writing. The lesson on Writing covers
the writing of short stories. Literature covers character and characterization.

SUMMARY OF PEDAGOGICAL EXEMPLARS

The pedagogical exemplars consist of interactive approaches to teaching and learning of the English
Language. This is to make teaching and learning more learner-centred in the quest to equip learners
with problem-solving skills, critical thinking and reasoning. Pedagogical strategies such as talk for
learning, task-based learning, brainstorming and experiential learning, to mention but a few, should
be utilised in the teaching and learning process. It is vital that learners are put in mixed-ability/gender
groups as much as possible. These would further improve the quality of collaboration, communication,
critical thinking, leadership and personal development thereby making learners participate actively
throughout the lesson. Resources such as audio-visuals and other related materials will be useful
for learner support. Attention should be given to learners with individual variations of language,
background and ability-level.
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WEEK 4

ASSESSMENT SUMMARY
The assessment strategies for the week’s lesson ensure a balanced evaluation of recall and production,
skill-developing and strategic reasoning. The proposed assessment strategies for the lessons include
but are not limited to oral/aural responses, question and answer sessions and group activities or tasks.
Teachers are encouraged to use a variety of formative and summative assessment strategies to gather
information about individual learners’ performance, including scores, feedback and progress over
time. Teachers should be mindful of linguistic and cultural barriers that are associated with some
cultures in order to avoid learner distress. The assessment covers DoK levels 1, 2 and 3 to ensure
equity and equality with respects to learners’ needs.

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 WEEK 4

Learning Indicators
1. Use pronoun types accurately in speech and writing.
2. Write short stories using precise words and phrases to convey a vivid picture of
experiences.
3. Use language to describe characters in movies, narratives and play scripts to make
meaning.

Theme/Focal Area(S) 1: (Lesson 1)

At the beginning of the lesson, clarify why pronouns are used in writing and speech. Mainly, personal
pronouns are used to avoid unnecessary repetition of a noun. Nevertheless, overuse of pronouns
can be confusing and the teacher might give as an example a text which includes a sequence such
as: ‘When I asked her what she’d said, she said that she’d not spoken to her but that she’d never
had the chance to ask anything else because she’d been called away.’ Such speech is a recipe for
misunderstanding. Who is speaking to whom?

Pronouns
Interrogative pronouns are pronouns that are used to ask questions. Examples include who, what,
when, whom, why, where, which, whose, and so on.
Reflexive pronouns are pronouns that are used to refer back to the subject in the sentence. Examples
include: myself, yourself, herself, himself, oneself, itself, ourselves, themselves and yourselves.
Demonstrative pronouns are pronouns that are used to point to specific objects. The demonstrative
pronouns are this, that, these and those.

Learning Tasks

1. Learners identify the pronouns types in given sentences

2. Learners use given pronouns appropriately in sentences
3. Learners in their mixed-ability groups creatively explore the use of pronouns from a variety
of texts, while respecting varieties of views.
4. Learners use specific pronoun types dominantly in a short story

Pedagogical Exemplars - Talk for Learning

Using talk for learning, learners in mixed-ability/gender groups give some examples of pronouns. In
pairs, learners use any of the pronouns listed in sentences.
Brainstorming
In mixed ability groups, learners brainstorm the types of pronouns from varied short passages.
Material must be available for this.
Through leading questions, learners brainstorm the types of pronouns from the examples and sentences
given and find more types with examples and from the internet where applicable and other sources.

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Task-Based Learning
In mixed ability groups, learners are given newspapers and extracts from novels and short stories
to explore the use of pronouns. This exercise gives learners the ideal opportunity to be inclusive in
outlook by respecting the views of other learners in the group.

Key Assessment
Assessment Level 1: Recall and Reproduction
1. Give five examples of pronouns and use them in sentences
2. Underline the pronouns in the following text:
As I was coming back from school on Friday with Rafia, she told me her mother was sick,
and a certain man who is their neighbour sent her to the hospital for treatment. He came back
to inform them that her mother was suffering from a disease known as hepatitis B. It is a very
dangerous disease that can be cured only with early detection.
Assessment Level 2: Skills of Conceptual Building
3. Tabulate the types of pronouns with their corresponding examples
4. In pairs, learners compete by giving sentences based on random types of pronouns.
(Guide learners on how to do this)
Two learners are called from two different or more groups to participate
Teacher then mentions a pronoun type
Learners have a limited time to use an example of the particular type in a sentence
Each learner has the same number of turns to each pronoun
Teacher then switches between pronouns and when one is unable to give a sentence within time
and correctly, the other person wins.
This exercise is ideal for integration and mixed-ability learners.
Assessment Level 3: Strategic Reasoning
5. Write a brief short story with pronouns dominant in it.

Theme/Focal Area(S) 2: The Short Story

A short story is a brief narrative that is shorter than a novel and that usually deals with only a few
characters.
The short story is usually concerned with a single idea conveyed in only one or a few significant
episodes or scenes.
The form encourages economy of setting, concise narrative and generally the omission of a
complex plot.
Characters are disclosed in action and dramatic encounters but are seldom fully developed.
Precise words/phrases:
These refer to the use of exact parts of speech to help produce vivid mental pictures without resorting
to the use of many words to convey thoughts.
The use of precise words/phrases in writing creates strong, compelling images in the minds of
the readers.
Examples: put in (installed, deposited), got there (arrived), got to see (realised, found out), etc.

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 WEEK 4

Learning Tasks

1. Learners outline the structure of a short story (Refer to Week 6 and 16)
2. Learners draw and label the concept map of a given story.
3. Learners explain the meaning of a short story and use the structure to write a story. (HP)

Pedagogical Exemplars
Experiential Learning
Using experiential learning, learners use the process approach to identify and use the story structure
to write out a short story on topics such as My first day at school, My favourite family pastime, The
best thing that ever happened to me, My favourite short story.

Key Assessment
Level 3: Strategic Reasoning
1. Write a short story using the structure of a short story.

Theme/Focal Area 3: (Lesson 3): Character/Characterisation

A character is someone who appears in a book, film or other fictional work. The term refers to the
attributes or features that make up and distinguish an individual.
Characterisation is a representation of an individual personality in a fictional or dramatic work.
A character in a play/ novel may be:
• a main/lead/central character
• a minor/supporting character
• fictional characters
• a cartoon character

Types of Characters
Dynamic character – One who changes over the course of the story. They often evolve to become
better/wiser (villain/protagonist).
Static character – One who does not change. They might also be referred to as FLAT or ONE-
DIMENSIONAL characters.

Stock character - One who appears time after time as a familiar figure. They may be jokers, mentors,
or bad-tempered shop-keepers.
Round character – They behave like the dynamic character. This character has a full backstory
revealed through emotions, language and realistic motivations for whatever they do.
Foil character – One whose personality and values clash with that of the protagonist.
Antagonist – An anti-villain who has noble characteristics. He/she opposes the protagonist. They are
mostly evil.
Protagonist – This is the main character—most of the action centres around them. Without them,
there is no plot. For example, Okonkwo in Chinua Achebe’s Things Fall Apart, Sidi in The Lion and
the Jewel by Wole Soyinka, Faiza in The Kaya Girl by Mamle Wolo.

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WEEK 4

Learning Tasks

1. Learners identify characters from a watched film or text.

2. Learners, in their convened groups, use extracts from texts to analyse how language is
deliberately used to portray characters in a play.
3. Learners distinguish between character and characterization.
4. Learners identify and explain the types of characters in literature.

Pedagogical Exemplars
Talk-For-Learning: Using a projector and/or laptop, teacher guides learners to use ICT tools to
identify, explain and distinguish between character and characterisation

Key Assessment
Level 1: Recall
Identify types of characters in a text or film
Level 2: Skills of Conceptual Understanding
Distinguish between a character and characterisation
Level 3: Strategic Reasoning
1. Discuss how the roles of characters help to create deeper meaning in a given film or story.
2. Explain the types of characters giving an example of each in a movie or novel seen or read.

Session Review
This session looked at pronouns - Grammar Usage, Text Types and Purposes - Writing and
Composition and Character and characterisation - Core Literature. The pedagogical strategies
were apt as they ensured a total participation of all learners while taking into consideration their
individual experiences and cultural backgrounds. The use of group work enhanced the free
sharing of ideas in relation to the various lesson discussions building the 21st century skills and
national core values in learners. The assessment strategies, ranging from tasks to role play and
the different levels aided all learners to work within their capabilities.

References
1. New Gateway English for Senior High School Book 1
2. English for Senior Secondary Schools Book 1
3. Black Star Series Book 1
4. Old newspapers
5. Sample texts & pictures from social media
6. A1 English Language textbook

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 WEEK 5

WEEK 5

Strand
1. Oral language
2. Reading
3. Grammar

Sub-Strand
1. Conversation/Communication in context
2. Summarising
3. Grammar Usage

Learning Outcome
1. Employ appropriate register to communicate completely in varied speech contexts
2. Employ summarising as a technique for text interpretation
3. Employ the appropriate use of vocabulary in contexts.

Content Standard
1. Demonstrate effective use of communicative strategies in a variety of speech situations.
2. Demonstrate coherent understanding of summarising as a technique for text comprehension.
3. Demonstrate and apply the appropriate use of vocabulary in general communication.

INTRODUCTION AND SUMMARY FOR THE WEEK

Hello! Welcome to week 5 of the English Language Teacher Manual. This week consists of three
lessons. The first lesson on Oral Language (Discourse and Conversation) seeks to evaluate learners’
knowledge on using language appropriately in varied speech contexts. It is therefore essential to
note that communication or conversation varies according to context (formal and informal). Hence,
conscious efforts need to be made to help learners use the appropriate registers or vocabularies in
different speech contexts. As a result, carefully selected pedagogies and assessment strategies have
been employed in the lesson to help the teacher to teach this lesson successfully.
The second lesson on Reading focuses on employing summarising as a technique for text
comprehension. It is important to stress on the connection between summarising and real-life
situations, as it will be useful to learners in analysing situations and/or identifying elements of a story.
A third lesson on grammar highlights the use of various forms of adjectives in connected speech and
writing. It therefore very vital to emphasise on the relevance of adjectives understanding nouns and
their applications in real-life. The teacher should employ professional knowledge and skills necessary
to create impact in the lesson, even if not captured in this document.

SUMMARY OF PEDAGOGICAL EXEMPLARS

The pedagogical exemplars consist of interactive approaches to teaching and learning of the English
Language. This is to make teaching and learning more learner-centre in the quest to equipping learners
with problem-solving skills, critical thinking and reasoning. Pedagogical strategies such as talk for
learning, think-pair share, collaboration/group work/role play, task-based learning, brainstorming

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WEEK 5

and experiential learning, to mention but a few, should be used in the teaching and learning process.
Learners should be placed in mixed-ability/gender groups. These would further improve the quality of
collaboration, communication, critical thinking, leadership and personal development by ensuring all
learners participate actively throughout the lesson. Resources such as audio-visuals and other related
materials are be useful for learner support. Attention should be given to learners with individual
needs. Whole class teaching in itself does not develop such differentiation.

ASSESSMENT SUMMARY
The assessment strategies for the week’s lesson ensure a balanced evaluation of recall and production,
skills developing and strategic reasoning. The proposed assessment strategies for the lessons include
but are not limited to oral/aural responses, question and answer sessions, and group activities or tasks.
Teachers are encouraged to use a variety of formative and summative assessment strategies to gather
information about each individual learner’s performance, including scores, feedback and progress
over time. Teachers should be mindful of linguistic and cultural barriers that are associated with some
cultures in order to avoid learner distress.

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 WEEK 5

Learning Indicators
1. Use language appropriately in different speech situations (formal and informal).
2. Analyse and retell the main parts of stories orally from short videos, drama, and other
texts.
3. Use various forms of Adjectives correctly in contexts.

Theme/Focal Area 1: (Lesson 1) : Discourse and Conversations

• Learners in mixed-ability groups engage in practical demonstrations of everyday discourse
and group conversations around a particular topic to enable them to identify and use specific
registers and expressions collaboratively.
• Group discussions on the impact of COVID-19 on students’ academic lives or in asking for
direction, requesting a favour, describing a market scene, attending a job interview, asking
questions in class. Selected topics should appeal to learners from diverse backgrounds (ethnic,
religious, cultural) and involve both males and females.
• Learners watch short videos/read short stories based on a given speech context (formal,
semiformal or informal contexts).
• In small groups, exhibiting the values of tolerance through exploratory talk, learners discuss a
video/story, give reasons for what participants in the video or story said and compile a list of
useful expressions used in the video/story.
• Learners then role-play the video/story, paying attention to the language/communicative
strategies employed by the characters.

Learning Tasks

1. Learners will be able to identify words used in an informal situation (for example:
communication in the school setting)
2. Learners identify words used in formal and informal situations/contexts
3. Learners use words to create conversations in varied situations/contexts.

Pedagogical Exemplars
Experiential Learning: Learners in mixed-ability/gender groups watch short videos/read short
stories based on a given informal speech context and identify vocabularies used.
Collaboration/Group Work: Learners in mixed-ability/gender groups engage in practical
demonstrations of everyday discourse and group conversations around a particular topic to enable
them to identify the use of specific registers and expressions in varied contexts collaboratively.
Role-Play: Learners in mixed-ability groups watch/read stories and role-play the video/story, paying
attention to the language/communicative strategies employed by the characters and use them to create
conversations on their own.
Talk For Learning: In small groups, exhibiting the values of tolerance through exploratory talk,
learners discuss a video/story, give reasons for what participants in the video or story said and compile
a list of useful expressions used in the video/story.

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WEEK 5

Key Assessment
Assessment Level 1: Recall (formative)
Identify a list of words in a short text that depict informal context.
Assessment Level 2 Skills of Conceptual Understanding: (Formative)
1. State the language used in the following:
A. Friendly letters
B. Formal letters
C. Formal speech writing.
D. When speaking with your school headteacher.
Assessment Level 3: Strategic Reasoning (Formative/Summative)
Role-play a conversational situation on any topic of your own and offer your own self-assessment.

Theme/Focal Area 2: (Lesson 2): Parts/Elements of a Story

The aim here is to focus on the language used in the writing as a whole, and in specific areas of the text.
The main parts of a story are the Introduction, the Main body and the Conclusion.

The Elements of a story

1. Plot: The plot is the events or actions that drive the story - it describes the “what” of the tale. The
plot lets the reader know what is happening, describes the problems the characters are trying to
solve, and gives details on how they attempt to solve them. To keep your reader engaged and
interested, your story should include these plot elements: exposition, rising action, climax,
falling action, and resolution.
2. Setting: The setting of your story is both the physical location and the point in time in which
your plot takes place.
3. Characters: The characters are the people, animals, beings, or personified objects driving your
story. A story can have many characters or just one main character as its focus.
4. Conflict/Climax: The conflict is the big problem of the story. What is your main character
trying to overcome/resolve?
5. Point of View (POV): Point of view describes the lens through which the story is being told.
There are several different POVs to consider, but the most common are first-person, second-
person (rare), and third-person (omniscient narrator).
Refer to Week 2 LI 1.1.2 for more information on parts of the story.
Learners discuss and summarise stories by retelling their main parts. Learners watch a number of
short plays/videos or read short stories in class.
Learners think about the stories in the video/play/text critically and work collaboratively in small
mixed-ability/gender groups to relate only the main parts of the story to somebody who did not watch
the play/video or read the text.
• Groups write the story on a flip chart and post them on the classroom walls for a gallery walk
(for example, the class takes a walk round the classroom to read and appreciate the finished
assignments that are posted on the walls):
• Learners work together to critique each group’s work, giving positive feedback to help learners
develop the skills of appreciating the different competencies in individuals within the groups.

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• Award marks in mixed-ability groups to motivate learners and make this exercise competitive
and interesting.
• Learners do several activities to help them identify the main idea in texts (paragraphs).
• In small groups, learners discuss what given pictures (pictures of festivals and other celebrations,
football matches, and so on) are about.
• Use probing questions to get learners to talk about things that help them to understand what the
picture is about.
• Learners work in pairs to examine paragraphs critically to find out how each supporting sentence
is connected to the main idea (by giving explanations and examples in support of what is stated
in the main idea/topic sentence)
NB: Texts should come from different sources, including social media and Core Literature textbooks

Learning Tasks

1. Learners read to identify the main ideas in a text.

2. Learners read and summarise the main ideas in a paragraph.
3. Learners read and summarise the main ideas in a text.

Pedagogical Exemplars
Task-Based Learning: Learners in mixed ability/gender groups examine a variety of story maps and
identify the main ideas in texts. Use probing questions to get learners to talk about things that help
them to understand what the illustration is about.
Collaborative Learning: Learners think about the stories in the video/play/text critically and work
collaboratively in small mixed-ability/gender groups to relate only the main parts of the story to
somebody (who did not watch the play/video or read the text).
Think-Pair Share: Learners in groups work in pairs to examine paragraphs critically to find out
how each supporting sentence is connected to the main idea (by giving explanations and examples in
support of what is stated in the main idea/topic sentence) and share with the larger group.

Key Assessment
Assessment Level 1: Recall
Identify the main ideas in the story read.
Assessment Level 2: Skills of Conceptual Understanding (Formative)
1. Retell the story you watched on video/ read in a text.
2. Tell your own story.
3. Give a summary of the story you read.
Assessment Level 3: Strategic Reasoning (Formative)
1. What do you think about the story read in class?
2. How has the language used made the impact of the writing significant for you? (Moral lessons)

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Assessment Level 4: Extended Critical Thinking and Reasoning (Summative)

Write a story on any plot of your own: give a simple, one noun title as stimulus for example, The
Gate, The Last, The Cake, The Spice.

Theme/Focal Area 3: (Lesson 3): Adjectives

Adjectives are words that describe nouns. Examples include enormous, doglike, silly, yellow, fun,
fast. They can also describe the quantity of nouns, such as many, few, some, and so on.
Functions of Adjectives
As you may already know, adjectives are words that make a noun more specific. Adjectives, by
qualifying their linked nouns, further define or describe them.
Examples:
1. Maggie wore a beautiful hat to the gari-eating contest.
2. Furry dogs may overheat in the summertime.
3. My cake should have sixteen candles.
4. The scariest villain of all time is Kweku Ananse.
In the sentences above, the adjectives are easy to spot because they come immediately before the
nouns they qualify. The adjectives have been used attributively.
Adjectives can qualify nouns even without appearing right before them in a sentence. An adjective
used in this manner acts as a subjective complement with the help of a linking verb and a predicate.
Such adjectives qualify the subject of the nouns in the sentence.
Note: (A linking verb is a verb like to be, to feel, to seem, or to taste that, rather than describing an
action, helps to describe a state of being or a sensory experience).
In the sentences below, adjectives have been used predicatively.
1. That cow is charging.
2. The perfume smells good.
3. Driving is faster than walking.

Degree of Adjectives
Adjectives come in three forms, known as degrees. These are absolute, comparative, and superlative.
Running is fast. - absolute
Driving is faster than walking. - comparative
Rockets are fastest. -superlative
Absolute adjectives describe something in its own right. Examples: a cool guy; a messy desk; a rigid
guideline; an awful situation; a mischievous cat.
Comparative Adjectives: These make a comparison between two or more things. For most mono-
syllabic adjectives, the comparative is formed by adding the suffix -er (or just -r if the adjective
already ends with an e). For bi-syllabic adjectives, some use -er to form the comparative, while others
use the word more. In general, two-syllable adjectives ending in –er, –le, –ow, –ure, or –y can be
made comparative by adding -er (in the case of -y words, replace y with –ier). For adjectives of three
or more syllables, add the word more.

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Examples: a cooler guy; a messier desk; a more rigid guideline; a more awful situation; a more
mischievous cat.
Superlative Adjectives indicate that something has the highest degree of the quality in question.
One-syllable adjectives become superlatives by adding the suffix -est (or just -st for adjectives that
already end in e).
As with the comparative, some two-syllable adjectives use -est to form the superlative, while others
use the word most. In general, two-syllable adjectives ending in -y replace -y with -iest. Adjectives of
three or more syllables add the word most. When you use an article with a superlative adjective, it will
almost always be the definite article (the) rather than a or an. Using a superlative inherently indicates
that you are talking about a specific item or items.
Examples: the coolest guy; the messiest desk; the most rigid guideline; the most awful situation; the
most mischievous cat.
Examples of adjectives used in the different contexts described:
i. Directly before nouns: Amuzu is an amazing footballer.
ii. With the verb “to be” to describe the subject of the sentence: Fatima is very intelligent.
iii. With the senses (sensory) verbs (sight, taste, smell, touch, hearing): The food tastes awful.
Or
iv. Verbs of appearance to qualify the nouns, which come before the verb:
Papa Minka seemed very upset.
NOTE
• Draw learners’ attention to comparative and superlative forms of adjectives
• Order of adjectives in contexts: minor to, superior to, inferior to, etc.
• In the rare circumstances where three different adjectives are used rhetorically together, the
order is generally TIME, MANNER, PLACE as in:
The late-running, overheating, local train finally arrived.
Give learners the opportunity to generate similar sentences. This is a good opportunity for
collaboration. Can anyone create an exception to this ‘rule’? Does ‘The Accra-bound, noon,
diesel train’ work? The ‘rule’ becomes natural as you become more proficient in English.

Learning Tasks

1. Learners explain what adjectives are and state examples.

2. Learners identify adjectives in context and state their functions.
3. Learners identify adjectives in context, state their functions and use adjectives to form
sentences of their own.
4. Learners identify the degrees of adjectives, use them in sentences and form adjectives from
other words.

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Pedagogical Exemplars
Brainstorming: Learners in mixed-ability/gender groups work together to explain the meaning of
adjectives with examples.
Talk-For Learning: In mixed-ability/gender groups, learners in pairs discuss the varied use of words
to describe their favourite food/friend/teacher/ other items around them.
Collaboration: Learners jigsaw with cross groupings collaboratively to explore the accurate use of
adjectives in contexts, using selected texts.
Critical Thinking: Through discussions, learners think-pair link and share ideas on comparisons
of adjectives with suitable examples. Learners should attempt to form adjectives from other word
classes (such as nouns and verbs).

Key Assessment
Assessment Level 1: Recall (Formative)
1. Explain the meaning of the adjective in your own words.
2. Form sentences with adjectives.
3. Construct two sentences for each of the types of adjectives.
Assessment Level 2: Skills of Conceptual Understanding: (Formative/Summative)
Identify and state the functions of adjectives in given sentences.
1. The red car belongs to my father.
2. The scholarship has been awarded to the brilliant boy in the school.
Assessment Level 3: Strategic Reasoning: (Formative)
Use adjectives in the following contexts:
1. Directly before nouns
2. With the verb “to be” to describe the subject of the sentence
3. Use of adjectives with sensory verbs (from taste, smell, hearing)
For each of the following sentences, choose the correct order of adjectives to fill the blank spaces:
4. I was thrilled to receive a…book with my order.
a) big, beautiful, leather-bound
b) leather-bound, big, beautiful
c) beautiful, big, leather-bound
5. I have been shopping for perfect…chopsticks.
a) Japanese long sushi
b) long Japanese sushi
c) long sushi Japanese

Session Review
This session exposed learners to appropriate registers to communicate completely in varied speech
contexts, employing summarising as a technique for text comprehension and interpretation and
using the appropriate vocabularies for formal and informal situations. The learning tasks varied
pedagogical and assessment strategies should have helped boost the confidence in learners’ use
of language in everyday discourse-speech and writing. The interactive use of 21st century skills
and inculcation of moral values should have enhanced the participation of learners and helped
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develop their critical thinking and problem-solving skills. The use of interactive pedagogical
strategies also made lessons exciting and sustained learners’ attention throughout the period.
The assessment strategies ranging from DoK Levels 1 to 4 have improved learners’ problem-
solving skills, creativity and power of reasoning.

References
1. New Gateway English for Senior High School Book 1
2. English for Senior Secondary Schools Book 1
3. Black Star Series Book 1
4. Old newspapers
5. Selected passages from subjects across the curriculum such as Social Studies, Agriculture,
Geography.
6. Sample texts & pictures from social media
7. A1 English Language textbook

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WEEK 6

Strands
1. Grammar
2. Writing
3. Literature

Sub-Strands
1. Grammar Usage
2. Production and Distribution of text
3. Narrative, Drama, Poetry

Learning Outcome:
1. Apply knowledge of word classes and their functions in communication.
2. Utilise a process-oriented approach to craft descriptive, creative, informative and
persuasive written compositions.
3. Employ monologues and dialogues in texts.

Content Standards:
1. Demonstrate knowledge, understanding and use of grammatical forms in speech and writing.
2. Use a process approach to compose descriptive, narrative/imaginative, informational, persuasive
and argumentative texts.
3. Demonstrate knowledge and understanding of how the language of literary genres facilitates
understanding

INTRODUCTION AND SUMMARY FOR THE WEEK

Hello! Welcome to Week 6 of the English Language Teacher Manual. This week comprises three
lessons. The first lesson on Grammar aims to review learners’ knowledge on vocabulary in relation to
specific contexts (formal and informal). It is important to note that the use of vocabularies is influenced
by context and making learners aware of this will help them employ the appropriate registers in formal
and informal situations (in both connected speech and writing) in real life. The teacher should make
the lesson as realistic as possible to enable learners to link choice of vocabularies to different contexts.
The second lesson on Writing focuses on developing the structure of a linear narrative essay. Through
the use of appropriate learning materials or resources, learners should be exposed to writing short
stories using precise words and phrases to convey a vivid picture of experiences while emphasising
on the parts of a story. The third lesson on Literature deals with creating monologues and dialogues
in narratives and plays to make meaning. The facilitator is encouraged to use innovative strategies
to make room for learners to employ monologues and dialogues across different texts (emphasise
on speech and writing). Again, mixed-ability group-work is a valuable strategy here, encouraging
collaboration and personal integration in many ways.

SUMMARY OF PEDAGOGICAL EXEMPLARS

Pedagogical exemplars are the various interactive strategies which are employed to enhance teaching
and learning of English Language. For teaching and learning to be successful, teachers of the English
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language are expected to select learner-centred pedagogical strategies to make lessons more interactive.
The pedagogical strategies such as role-play, talk for learning, collaboration, critical thinking, and
group/individual tasks, to mention but a few, should be used in the teaching and learning process.
Also, the facilitator or teacher should ensure learners are put into mixed-ability/gender groups to
enhance collaboration, communication, innovation, critical thinking, leadership skills and personal
development. Learning resources should be relevant to the lesson and conscious efforts should be
made to support learners with individual or special needs.

ASSESSMENT SUMMARY
The assessment strategies for the week’s lessons ensure a balanced evaluation of skills building, and
strategic reasoning. The intended assessment strategies for the lessons include but are not limited
to oral/aural responses, question and answer sessions, group tasks and individual work. Teachers
are encouraged to employ a variety of formative and summative assessment strategies to gather
information about individual learners’ performance, including scores, feedback and progress over
time. Facilitators should be mindful of linguistic and background issues that are associated with certain
cultures in order to avoid learner apathy. Finally, the teacher should align the various assessments to
the given tasks and learner activities.

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Learning Indicators
1. Use appropriate vocabulary in specific contexts. (Formal and informal situations.)
2. Write short stories using precise words and phrases to convey a vivid picture of
experiences.
3. Create monologues and dialogues in narratives and plays to make meaning

Theme/Focal Area 1: (Lesson 1): Language Use in Different Contexts

People do not talk to their superior the same way they talk with their best friends. Everyone in all
cultures switch between formal and informal language use in everyday conversations.
The same is true for writing: some situations call for informal language, while others call for more
formal vocabulary.
Facilitators are to select level-appropriate text/passages from other cross-cutting subject areas for
learners to use the varied vocabulary in specific contexts to depict formal and informal situations.
Formal situations include a visit to the Head’s office, Post office, Parliament House, Chief’s Palace,
Courtroom, job applications, CVs, Workplace communications. The vocabulary used here is polite
and formal.
For example, in a formal letter applying for a job, we might write:
I believe I will be an asset to your company. I have attached my resume and references as
requested. I value your consideration of my application.
I look forward to hearing from you.
Examples of Formal and Informal Vocabulary include:

Informal Formal
Tell me more Elaborate
Be done Finished
Show Demonstrate
Give Provide
Make up Fabricate
Find out Discover
Plus Moreover
So Thus
Also Additionally
But However
Meanwhile in the interim
In a nutshell Essentially
Huge Enormous
Tiny Diminutive
Okay Acceptable

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Informal Formal
Friendly Amiable
Rude Disagreeable
Messed up Damaged

Learning Tasks

1. Learners identify formal and informal contexts.

2. Learners state the appropriate vocabularies based on contexts, and form sentences with
them.
3. Learners create a specific context and use the appropriate vocabularies in a short passage.

Pedagogical Exemplars
Task-Based Learning: In a group, learners consider the word-choice they would make when wishing
to visit the ‘rest-room’ when they excuse themselves from class, from a family meal, or from a group
of friends. (They will note how everyone uses different ‘registers’ in different contexts).
• Using role-play, learners in mixed-ability groups use appropriate vocabulary in specific contexts
while tolerating and accepting divergent views.
Example: Greetings on different occasions such as
i. At the hospital
ii. At the shopping mall
iii On the bus with parents
An exercise which shows different levels of formality: in a group, learners consider the word-choice
they would make when wishing to visit the ‘rest-room’ when they excuse themselves from class,
from a family meal, or from a group of friends. Quickly, they will note how everyone uses different
‘registers’ in different contexts.
For example:
I want to visit the ladies or gents or powder room. Provide further expressions here.
I am going to the washroom
May I go out, Madam?
I will be with you in a jiffy
Just give me a minute, I will be right back.
Collaboration: Learners through mixed-ability/gender groups scan through sampled texts to identify
formal and informal contexts based on choice of vocabularies.
Talk For Learning: Learners in mixed-ability groups use appropriate vocabulary in role-playing
specific contexts while tolerating and accepting divergent views.
Role-Play: Using role-play, learners in mixed-ability groups use appropriate vocabulary in specific
contexts while tolerating and accepting divergent views.

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Key Assessment
Assessment Level 2: Skills of Conceptual Understanding
1. Identify words often used at funeral grounds or in a religious service and use each of them to
form meaningful sentences.
2. Find your own words (at least five) and show situations of their usage.
Assessment Level 3: Strategic Reasoning (Formative/Summative)
Choose the appropriate register to complete a given passage. First words of welcome to a political
leader; a visit to a senior member of the school to ask for your exam paper to be remarked; words to
your grandmother if her husband has become seriously ill.

Theme/Focal Area 2: (Lesson 2): Descriptive Writing

Learners, collaborating with one another in mixed-ability groups, examine sample materials (sample
essay, passages from books, journals, sample texts from social media) and discuss the structure of a
linear narrative essay:
i. Introductory paragraph containing:
• Central idea (for the whole essay)
• Supporting sentences (To serve as topic sentences in the body paragraphs).
ii. Body paragraphs (containing main ideas - topic sentences)
iii. Concluding paragraph: Learners apply various useful strategies to compose their concluding
paragraphs.
Note: Learners use the appropriate linking words that show linearity - first, then, further, finally…
• Learners use devices such as metaphors, similes, personification, imagery, hyperbole, and
alliteration to bring out the style of a narrative piece.
• Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence
such as besides, in addition, moreover, again, furthermore and so on.

Learning Tasks

1. Learners identify the structure of narrative text.

2. Learners use the appropriate words showing linearity to compose a concluding paragraph of
an essay.
3. Learners organise their ideas on a topic and compose a narrative essay with precise words.
(Pay attention to the linear structure of the narrative essay)

Pedagogical Exemplars
Collaboration: Learners in mixed-ability/gender groups work together to examine sample materials
(sample essays, passages from books, journals, sample texts from social media) and identify the
structure of a linear narrative essay.
Group Work: Learners in mixed-ability groups, through brainstorming, use the appropriate words to
compose a concluding paragraph of a narrative essay.

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Individual Work: Learners through critical thinking apply various useful strategies (organising
ideas on a given narrative essay and taking into consideration its structure) to compose a linear
narrative essay.

Key Assessment
Assessment Level 3: Strategic Reasoning (Formative and Summative)
Write a story to illustrate the saying, “No pain, no gain”.
Assessment Level 4: Extended Critical Thinking and Reasoning (Summative)
Write a story on a topic of your own.

Theme/Focal Area 3: (Lesson 3): Monologues and Dialogues

Monologues
A monologue is a speech delivered by one person or a long, one-sided conversation.

Types of monologues
1. A soliloquy is a type of monologue in which a character delivers a long speech to him/herself
rather than to another character or the audience. In this, the character talking to him/herself tries
to analyse his/her own thoughts, emotions, or predicament.
2. Dramatic monologue: A monologue that is delivered by a character to another character or to
the audience. They tend to be lengthy and often unbroken by the speech of other characters.
3. Interior/Internal monologue: This is a type of monologue in which a character’s thoughts
are expressed but not vocalised in the world of the story by other means such as words being
put on a screen to show what’s going on in his or her head while a conversation is taking
place on stage.

Dialogues
Dialogue is a spoken conversation that includes at least two characters. Dialogues create characters,
advance the plot of a story and make a text realistic.
Group Work/Collaboration
Learners collaboratively identify monologues in narratives and plays and discuss how they help to
convey meaning.
Task-Based Learning
In mixed-ability groups, learners collaboratively create monologues in narratives.

Learning Tasks

1. Learners explain and state a type of monologues.

2. Learners state the types of monologues, explain and differentiate between monologues and
dialogues.
3. Learners create monologues and dialogues in narratives and plays (emphasise on speech
and writing skills).
4. Opportunity for witty sketches to be created by a mixed-ability group to reveal what a
character is really thinking.
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Pedagogical Exemplars
Group Work/Collaboration: Learners in mixed-ability/gender groups, collaboratively explain the
meaning of monologue and identify a type in narratives and plays.
Task-Based Learning: In mixed-ability groups, learners collaboratively identify the types of
monologues, explain them and differentiate between monologue and dialogue in narratives and plays.
Critical Thinking: Learners in mixed-ability /gender groups analyse sample monologues and
dialogues texts to create one on their own.

Key Assessment
Assessment Level 3: Strategic Reasoning (Formative)
Create a dialogue with your partner in class.
Assessment Level 4: Extended Critical Thinking and Reasoning
Use dialogues and monologues to write a short story of your own.

Session Review
This session exposed learners to use appropriate vocabulary in specific contexts, writing of short
stories using precise words and phrases, and creating monologue and dialogues to boost the
confidence in their use of language in everyday discourse-speech and writing. The interactive
use of 21st century skills and inculcation of moral values has enhanced the participation of
learners. The use of games and other interactive pedagogical strategies also made lessons
exciting.
The assessment strategies ranging from DoK Levels 1 to 4 have improved learners’ problem-
solving skills, creativity and power of reasoning.

References
1. New Gateway English for Senior High School Book 1
2. English for Senior Secondary Schools Book 1
3. Black Star Series Book 1
4. Old newspapers
5. Sample texts & pictures from social media
6. A1 English Language textbook

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WEEK 7

Strands
1. Oral Language
2. Reading
3. Grammar

Sub-Strands
1. English Speech Sounds
2. Reading Comprehension
3. Grammar Usage

Learning Outcomes
1. Articulate the pure vowel and consonant sounds of the English language effectively in
oral communication.
2. Employ knowledge of reading and text comprehension strategies to retrieve and
interpret different kinds of texts.
3. Apply knowledge of word classes and their functions in communication.

Content Standard
1. Demonstrate knowledge and understanding of speech sounds in oral communication.
2. Demonstrate understanding of different types of reading and text comprehension strategies
and use them to interpret a variety of appropriate-level texts.
3. Demonstrate knowledge, understanding and use of grammatical forms in speech and writing.

INTRODUCTION AND SUMMARY FOR THE WEEK

You are welcome to the week 7 of the English Language Manual. The lessons in this week consist of
Oral Language, Reading and Grammar. The oral language focuses on consonant sounds (plosives and
fricatives), the lesson on reading deals with retrieving information and interpreting texts, while the
last lesson of the week teaches language use in different contexts (formal and informal language). It
is expected that, teachers will employ all professional techniques appropriate for each of the lessons
to guide learners develop the 21st century skills needed to function effectively in the world of work.
The lessons are expected to be interactive, and inclusive of all abilities.

SUMMARY OF PEDAGOGICAL EXEMPLARS

The pedagogical exemplars for the week consist of Group work, Drills, Collaborative Learning, role-
play, individual work and Talk for Learning. These pedagogical exemplars will develop learners’
leadership skills, collaboration, communication skills, critical thinking and personal development as
well as engaging the active participation of all learners. Resources used in the teaching and learning
of the lessons are radio, texts, podcasts, and tape recordings. It is worth noting that, other resources
that can be used to help learners grasp the content should be used, even if the above resources are not
available in your school.

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Learning Indicators
1. Use consonant sounds in connected speech (Plosive, Fricatives).
2. Retrieve specific information and interpret a variety of simple texts.
3. Use appropriate vocabulary in specific contexts. (Formal and informal situations.)

Theme/Focal Area(S) 1: (Lesson 1): Consonant Sounds

These are the speech sounds that are produced with obstruction of pulmonary air from the lungs.
Consonant sounds are determined by the place of articulation, manner of articulation and voicing.
Place of articulation: This refers to the points of the mouth at which the sound was made. It refers
to the speech organs involved in the production of the sound.
Manner of articulation: This refers to how the sound was made.
Voicing: This refers to the heaviness of the sound - voiced(+v) or voiceless(-v).
• Plosives: a consonant produced by stopping the flow of air at some point and suddenly releasing
it. Plosives are also known as Stops
• Plosives with some examples:
/p/ pet /pet/ paper /ˈpeɪ.pə/ top /tɒp/
/b/ bet /bet/ trouble /ˈtrʌ.bəl/ rub /rʌb/
/t/ team /ti:m better /ˈbe.tə/ hot /hɒt/
/d/ dim /dɪm/ order /ˈɔː.də/ bad /bæd/
/k/ came /keɪm/ talking /ˈtɔː.kɪŋ/ back /bæk/
/g/ game /geɪm/ bigger /ˈbɪ.gə/ bag /bæg/
• Fricatives: These are sounds, in the production of which the air passes through a narrow
constriction that causes the air to flow turbulently and thus create a noisy sound.
• Fricatives with some examples:
/f/ fine /faɪn/ offer /ˈɒf.ə/ off /ɒf/
/v/ vine /vaɪn/ saving /ˈseɪ.vɪŋ/ of /ɒv/
/s/ seal /si:l/ missing /ˈmɪ.sɪŋ/ face /feɪs/
/z/ zeal /zi:l/ crazy /ˈkreɪ.zi/ phase /feɪz/
/ʃ/ show /ʃoʊ/ pushing /ˈpʊ.ʃɪŋ/ rush /rʌʃ/
/ʒ/ measure /ˈme.ʒə/ vision /ˈvɪ.ʒən/ asia /ˈeɪ.ʒə/
/ʧ/ choke /ʧoʊk/ watching /wɒ.tʃɪŋ/ catch /kætʃ/
/ʤ/ joke /ʤoʊk/ damage /ˈdæ.mɪdʒ/ large /lɑːdʒ/
Working in Teams
In pairs/groups, learners listen to and identify plosives ( /p, b, t/) in sample spoken texts (tape
recordings, podcast, radio, read-aloud exercises, tongue twisters, YouTube videos on vowel sounds,
or another appropriate medium)
Talk for Learning: Learners in groups discuss fricative sounds.

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Talk for Learning: Learners use plosives accurately in words and connected speech through
conversations and interviews.
Group work: Learners in mixed ability/ gender groups, describe the manner and place of articulation
of plosives and the state of the glottis

Learning Tasks

1. Learners listen to and identify plosives and fricatives (/p, b, t/) (s,z,f) respectively in
sample spoken texts (tape recordings, podcast, radio, read-aloud exercises, tongue twisters,
YouTube videos on vowel sounds)
2. Learners use plosives and fricatives accurately in words and connected speech through
conversations, interviews, skits or sketches (short plays)
3. Learners describe the place and manner of articulation and the state of the glottis of plosive
and fricative sounds (for example P/- voiceless bilabial plosives)

Pedagogical Exemplars
Working In Teams: In pairs/groups, learners listen to and identify plosives (/p, b, t/) and fricative
(f,v,s,z)in sample spoken texts (tape recordings, podcast, radio, read-aloud exercises, tongue twisters,
YouTube videos on vowel sounds)
Conversational Drills: In pairs, learners use plosives and fricatives accurately in words and connected
speech through conversations, interviews, skits or sketches (short plays).

Key Assessment
Assessment Level 1 Recall (Formative)
1. Identify and produce five plosive and fricative sounds.
Assessment Level 2 Skills of Conceptual Understanding
2. Use words with these plosives sounds in sentences (/p/,/b/,/t/,/d/,/k/,/g/)
Use words with these fricative sounds in sentences (f,s,z)
Assessment Level 3 Strategic Reasoning
3. Describe the manner and place of articulation of the following plosives and the state of the
glottis. (/p/,/b/,/t/,/d/,/k/,/g/)
Describe the manner and place of articulation of any three fricatives.

Theme/Focal Area(s) 2: (Lesson 2): Retrieving Information and Interpreting Texts

Facilitators are to select level-appropriate texts/ passages from other cross-cutting subject areas and
relevant social media texts for learners to read, applying the various techniques to retrieve specific
information and interpret it.
Group Work/Collaborative Learning: Learners work collaboratively in pairs and mixed-ability
groups to glance through short stories with simple texts (including texts from social media) for
specific information (date of birth, place of birth, keywords), while tolerating and respecting each
other’s views.
Collaborative Learning: Learners in mixed ability/gender groups, collaboratively read a whole text
to fish for specifics.
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In ability groupings, learners read, applying the various techniques to retrieve specific information
and use it to communicate effectively.

Learning Tasks

1. Learners skim a text for specific information.

2. Learners read a whole text and search for specific information.
3. Learners use information obtained in a reading text to communicate effectively.

Pedagogical Exemplars
Group Work/Collaborative Learning: Learners work collaboratively in pairs and mixed-ability
groups to glance through short stories with simple texts (including texts from social media) for
specific information (date of birth, place of birth, keywords), while tolerating and respecting each
other’s views.
Talk For Learning: Learners in mixed-ability/gender groups, discuss specific information extracted
from reading whole texts.
Mixed Ability/Gender Grouping: Learners in mixed ability groups use information obtained from a
text to communicate effectively. Read any text and write down the meaning obtained, a suitable title
to be given to the text, the topic sentence, etc.

Key Assessment
Assessment Levels 1 and 2: Skills of Conceptual Understanding (formative)
Read any part of a text and identify the specific information at that part of the text and the information
to form sentences.
Assessment Level 3 Strategic Reasoning
Read the whole text and write down the meaning obtained.
Assessment Level 4 Extended Critical Thinking and Reasoning
Use the information obtained in a read text to communicate effectively.

Theme/Focal Area(s): (Lesson 3): Language Use in Different Contexts

Informal situations include a visit to the zoo, castle, church, an excursion, text messages, social media
posts, friends and family. Informal language does not mean slang; slang and colloquial language are
different types of informal language.
While formal language usually sounds stiff, informal language is conversational. Here’s an example
of a social media post:
1. So excited about this new joint venture with Other Business! Can’t wait for you to see what
we’ve been cooking up!
2. Hey Adam! Hope you doing well. Let’s meet at our usual venue - discuss tonight.
Using role-play, learners in mixed-ability groups use appropriate vocabulary in specific contexts
while tolerating and accepting divergent views.
Example: Greetings on different occasions such as
a. At the hospital

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b. At the shopping mall

c. On the bus with parents

Learning Tasks

a. Learners construct sentences they use when they want to visit the toilet from class.
b. Learners distinguish between sentences use in conversation with colleagues from those use
with teachers.
c. Learners construct three sentences each for formal and informal language and highlight the
differences between them.

Pedagogical Exemplars for Focal Area 3

Role-Play: In mixed ability/gender groups, learners role-play the registers use when visiting
the washroom.
Individual Work: Learners individually construct sentences use when speaking to teacher and those
use when speaking with colleagues.
Group Work: Learners in mixed ability/gender groups, construct sentences for both formal and
informal language And Highlight The Differences Between Them.

Key Assessment
Assessment Level 1 Recall
Give examples of words use when seeking permission to visit the washroom in class.
Assessment Level 2 Skills of Conceptual Understanding
Construct two sentences each for formal and informal language.
Assessment Level 3 Strategic Reasoning
Construct four sentences each for formal and informal language and highlight their differences.

Session Review
This session helped learners learn how to describe the place and manner of plosive sounds and use
them accurately in conversation. It also taught learners information retrieval and interpretation
of texts and the use of formal and informal language in context. The use of 21st century skills
made the lesson interactive and this helped built learners’ confidence, critical thinking skills,
collaboration, leadership and many others. Core values like honesty, tolerance, and respect were
also inculcated in learners. The role-play used in the lesson also made the lesson interesting.
The assessment strategies ranged from recall, skills of conceptual understanding, strategic
reasoning and extended critical thinking and reasoning have improved learners’ confidence,
problem-solving skills and power of reasoning.

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References
1. New Gateway English for Senior High School Book 1
2. English for Senior Secondary Schools Book 1
3. Black Star Series Book 1
4. Old newspapers
5. Sample texts & pictures from social media
6. A1 English Language textbook

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WEEK 8

Strands
1. Grammar
2. Writing
3. Literature

Sub-Strands
1. Grammar Usage
2. Production and Distribution of text
3. Narrative, Drama, Poetry

Learning Outcomes
1. Apply knowledge of word classes and their functions in communication.
2. Write clearly, arrange and present ideas in a logical and unified manner through
written communication.
3. Employ monologues and dialogues in texts.

Content Standard
1. Demonstrate knowledge, understanding and use of grammatical forms in speech and writing.
2. Create different paragraphs within a composition on a given topic.
3. Demonstrate knowledge and understanding of how the language of literary genres facilitates
understanding of a text.

INTRODUCTION AND SUMMARY OF THE WEEK

The lessons this week focus on Grammar, writing and literature. As one of the most practical strands
in the English Language, the first lesson focuses on forms of verbs. This is to help learners know and
use the right forms of verbs during the lesson for lifelong learning and adult life.
The second lesson reveals writing introductory and body paragraph strategies, knowledge of which
makes writing enjoying and informative.
The final lesson on literature helps learners to know and create monologues and dialogues accurately
in writing and role play.
All these lessons have a direct impact on learners’ speech and writing. With the best pedagogical
approaches and resources, learners will improve upon their listening, speaking, reading and
writing skills.

SUMMARY OF PEDAGOGICAL EXEMPLARS

The pedagogical exemplars comprise interactive approaches to the teaching and learning of English
Language. Pedagogical strategies such as group work, talk-for-learning and brainstorming should be
employed in the teaching and learning process, while at the same time grouping learners into mixed-
ability/gender groups. These would enhance collaboration, communication, innovation, critical
thinking, leadership and personal development as well as engaging the active participation of all.

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Additional tasks may be given to the gifted and talented/advanced learners as group leaders and peer
supporters of their fellow learners as well as support to the teacher during the lessons.
With all these and even more, the teacher is to guide learners to enter fully into the cultural values of
respect, tolerance and honesty of our nation Ghana.

ASSESSMENT SUMMARY
The assessment strategies ensure a level-appropriate approach which ensures that each learner is
involved and made to recall, build skills, reason strategically and provide evidence of extended
critical thinking. This assessment is in relation to the assessment levels. The higher learners go,
the more challenging the tasks get and the more demanding the responses become. Where needed,
learners should be given ample time in order to provide satisfactory responses under the guidance of
the teacher.

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Learning Indicators
1. Use forms of verbs in everyday activities (Tense and Aspect)
2. Compose introductory and body paragraphs on a given topic.
3. Create monologues and dialogues in narratives and plays to make meaning.

Theme/Focal Area(S) 1: Introduction to Verbs (Verb Forms)

Examples:
a. Base(V)infinitive-sit, buy, sit.
b. Past (-ed1)-called, drank.
c. Participle (V+ing)-calling, drinking participle(V+ed2)-called, drunk
d. Regular-talk, want, advise, cultivate.
e. Irregular-come, eat, go, get, say, write.
Facilitator should guide learners to use verbs correctly in appropriate tense forms
PRESENT TENSE
a. Simple present tense
b. Present continuous
c. Present perfect
d. Present perfect progressive
PAST TENSE
a. Simple past tense
b. Past continuous
c. Past perfect
d. Past perfect progressive
AUXILIARY VERBS
a. The primary auxiliaries are: do, have and be.
b. The modal auxiliaries include can/could, will/would, may/might, must, need, shall/should.
Teaching Point
a. Use demonstrations/role-play/dialogue to distinguish forms and other uses of Tense and Aspect.
b. Explain the relationship between time, tense and aspect.
c. Forms of the present tense

Learning Tasks

1. Learners discuss activities they engage in everyday to identify all the various inflections of
the forms of verbs.
2. Learners identify and use the primary and modal auxiliary verbs in both communication and
writing.
3. Learners distinguish forms of verbs and other uses of tense and aspect (construct sentences
and determine shades of meaning).

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Pedagogical Exemplars
Role Play: Using role-play, learners in mixed ability/gender groupings discuss activities they engage
in every day by identifying all the various inflections of the forms of verbs (ensure tolerance for each
other’s views).
Talk For Learning: Using talk for learning, learners identify and use the primary and modal auxiliary
verbs in both communication and writing.
Dialogue: In mixed ability/gender groupings, learners use dialogue to distinguish forms of verbs and
other uses of tense and aspect in connected speech and writing.
Key Assessment
Assessment Level 1: Recall and Reproduction (Formative)
Answer the following questions with the appropriate verb form.
1. My brother ……. the compound every morning.
2. I ….orange juice yesterday.
Assessment Level 2: Skills of Conceptual Understanding (Formative)
Revise the meaning of modals.
State the function of each of the modals used in each of the sentences below:
A. May I sleep here?
B. You shall not eat the food.
C. The students can carry that heavy load.
D. You ought to sweep the room.
Assessment Level 3 Strategic Reasoning (Formative/Summative)
Use the following auxiliaries in sentences of your own.
i. can
ii. might
iii. would
iv. may
v. should

Theme/Focal Area(s) 2: Paragraph Development

In mixed-ability groups, learners examine sample essays (sample essays and passages from books,
journals and the internet) to identify their features.
Learners, in their groups, plan and develop non-linear [1] narrative essays focusing on the elements
of unity, coherence and paragraph completeness with appropriate transitional expressions.
In the same or different mixed-ability groups, learners compose essays in which events are not
presented sequentially but rather mixed so that events are linked through flashbacks and other literary
techniques, such as suspense and foreshadowing, to develop the plot of the narrative.
In writing the story, learners may use first person, second person, third person (third-person omniscient
or limited perspective) to represent the voice of the person telling the story (narrator). Revise and
edit the writing for sense or meaning and effect (emotional reaction). Proofread to self-correct or
peer-edit. Publish or present in various media, including ICT and on the various notice boards on the
school’s premises.

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Learners refer to books and the internet for examples of cohesive devices such as Time clauses,
Conditional clauses, Purpose clauses, Reason clauses, Result clauses, Clauses of Concession, and so
on. This search on the internet will enhance their technology skills.
Learners work collaboratively and employ secure strategies to compose their concluding paragraphs.
For example, by restating or by paraphrasing the central idea of the entire essay and supporting ideas.
Learners peer-evaluate what they have written.
Working in groups, learners acquire the value of contributing to a common goal.
The following skills are also acquired: Communication and Collaboration, Critical Thinking and
Problem-Solving, Innovation and Creativity and Leadership and Collaboration.
This is a complex area for teaching, and much preparation will be necessary to support the learners.

Learning Tasks

1. Learners examine sample essays (sample essays and passages from books, journals and the
internet) to identify their features.
2. Learners plan and develop non-linear narrative essays focusing on the elements of unity,
coherence and paragraph completeness with appropriate transitional expressions.
3. Learners compose non-linear essays through flashbacks and other literary techniques, such
as suspense and foreshadowing (to develop the plot of the narrative). This is clarified
below.

Pedagogical Exemplars
Discussion: In mixed-ability groups, learners examine sample essays (sample essays and passages
from books, journals and the internet) to identify their key features.
Experiential Learning: Through experiential learning, learners plan and develop non-linear narrative
essays focusing on the elements of unity, coherence and paragraph completeness with appropriate
transitional expressions.
Collaboration: Through collaboration, learners compose essays in which events are not presented
sequentially but rather mixed so that events are linked through flashbacks and other literary techniques,
such as suspense and foreshadowing, to develop the plot of the narrative.

Key Assessment
Assessment Level 1 Recall
Identify the features contained in a read text.
Assessment Level 2 Skills of Conceptual Understanding
Plan an essay on a given topic.
Assessment Level 3 Strategic Reasoning
Write the introductory paragraph on a given topic.
Assessment Level 4 Extended Critical Thinking and Reasoning
Write an essay on a given topic using appropriate linking expressions to ensure coherence.

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Theme/Focal Area 3: Monologues and Dialogues (Refer to Focal Area 3 of Week 6)

Dialogue
Dialogue-The term ‘dialogue’ means two (di) and speak (log)
Dialogue is the exchange of spoken words between two or more characters in a literary written work.
It is used in most of the forms of writing, from short stories to novels to dramas. Use of direct
speech often.
Types of dialogue
• Outer dialogue -The character talks to another character.
• Inner dialogue -The character talks to himself/herself. Conversation between the character and
the mind, Monologue

Learning Tasks

1. Learners indicate if a given text is a monologue or dialogue.

2. Learners use monologues and dialogues in conversation to create meaning.
3. Learners compose a short story using either monologue or dialogue

Pedagogical Exemplars
Brainstorming: In mixed-ability/gender groups learners examine and indicate whether a given text
is a monologue or a dialogue. Enforce role-play among learners.

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Talk for Learning: In mixed-ability/gender groups learners use monologues and dialogues in
conversation to create meaning.
Task-based Learning: In groups/pairs learners compose short stories using either monologue
or dialogue.

Key Assessment
Level 2 Skills of Conceptual Understanding
Examine given texts as monologues or dialogues
Level 3 Strategic Reasoning
Create a meaningful conversation using both monologue and dialogue.
Level 4 Extended Critical Thinking and Reasoning
Compose a short story in the form of monologue and dialogue

Session Review
This session exposed learners to forms of verbs, introductory and body paragraphs, and creating
monologue and dialogues to boost the confidence in their use of language in everyday discourse-
speech and writing. The interactive use of 21st century skills and inculcation of moral values
have enhanced the participation of learners. The use of games and other interactive pedagogical
strategies also made lessons exciting if also challenging.
The assessment strategies ranging from DoK Levels 1 to 4 have improved learners’ problem-
solving skills, creativity and power of reasoning.

References
1. New Gateway English for Senior High School Book 1
2. English for Senior Secondary Schools Book 1
3. Black Star Series Book 1
4. Old newspapers
5. Selected passages from subjects across the curriculum such as Social Studies, Agriculture,
Geography.
6. Sample texts & pictures from social media
7. A1 English Language textbook

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WEEK 9

Strands
1. Oral Language
2. Reading
3. Grammar

Sub-Strands:
1. English Speech Sounds
2. Reading Comprehension
3. Grammar Usage

Learning Outcomes:
1. Articulate English pure vowel and consonant sounds effectively in oral communication.
2 Employ knowledge of reading and text comprehension strategies to retrieve and
interpret different kinds of texts.
3. Apply knowledge of word classes and their functions in communication.

Content Standards:
1. Demonstrate knowledge and understanding of speech sounds in oral communication.
2. Demonstrate knowledge, understanding and use of grammatical forms in speech and writing.
3. Demonstrate understanding of different types of reading and text comprehension strategies
and use them to interpret a variety of appropriate-level texts.

INTRODUCTION AND SUMMARY OF THE WEEK

The lessons for this week focus on Oral Language, Reading and Grammar. As one of the most
practical strands in the English Language, the first lesson focuses on consonant sounds which is key
to the correct pronunciation of words. This is to help build learners’ oral skills during the lesson for
lifelong learning and adult life.
The second lesson reveals strategies to analyse fiction and non-fiction texts, knowledge of which
makes reading pleasurable and enjoyable.
The final lesson on grammar helps learners to use tense and aspects of verbs accurately in speech
and writing.
All these lessons have a direct impact on learners’ speech and writing. With the best pedagogical
approaches and resources, learners will improve upon their listening, speaking, reading and
writing skills.

SUMMARY OF PEDAGOGICAL EXEMPLARS

The pedagogical exemplars help to unearth the full cognitive potential of learners as they are compelled
to think or brainstorm, exemplify and provide appropriate responses which is contrary to what used to
be the status-quo in the objective-based curriculum. There is also the use of audio-visual presentation
for learners with recognised different learning styles. Learners collaboratively share ideas on the

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various tasks and group activities which not only gives room to the shy learners to contribute to the
lesson but also aims to encourage them out of their shyness.
With all these and even more, the teacher is to guide learners to practise the cultural values of our
nation Ghana which include respect, tolerance and honesty.

ASSESSMENT SUMMARY
The assessment strategies ensure a level-appropriate approach which ensures that each learner is
involved and made to recall, build skills, reason strategically and provide evidence of extended
critical thinking. The higher learners go, the more challenging the tasks get and the more demanding
the responses become. Where needed, learners should be given ample time in order to provide
satisfactory responses under the guidance of the teacher.

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Learning Indicators
1. Use consonant sounds in connected speech (Plosives, Fricatives and Nasals).
2. Use a variety of text comprehension strategies to analyse fiction and non-fiction texts.
3. Use forms of verbs in everyday activities (Tense and Aspect)

Theme/Focal Area(s) 1: (Lesson 1)

Using Consonant Sounds - Fricatives

Fricatives are sounds, the production of which the air passes through a narrow constriction that
causes the air to flow turbulently and thus create a noisy sound.
Fricatives with some examples:
/f/ fine /faɪn/ offer /ˈɒf.ə/ off /ɒf/
/v/ vine /vaɪn/ saving /ˈseɪ.vɪŋ/ of /ɒv/
/s/ seal /si:l/ missing /ˈmɪ.sɪŋ/ face /feɪs/
/z/ zeal /zi:l/ crazy /ˈkreɪ.zi/ phase /feɪz/
/ʃ/ show /ʃoʊ/ pushing /ˈpʊ.ʃɪŋ/ rush /rʌʃ/
/ʒ/ measure /ˈme.ʒə/ vision /ˈvɪ.ʒən/ asia /ˈeɪ.ʒə/
/ʧ/ choke /ʧoʊk/ watching /wɒ.tʃɪŋ/ catch /kætʃ/
/ʤ/ joke /ʤoʊk/ damage /ˈdæ.mɪdʒ/ large /lɑːdʒ/
In pairs/groups, learners listen to and identify fricatives (/s/, / z/, / Ө/, / ð/) in sample spoken texts
(tape recordings, podcast, radio, read-aloud exercises, tongue twisters, YouTube videos on English
consonant sounds.)
Learners use fricatives accurately in words and in connected speech through conversations,
interviews, sketches.

Learning Tasks

1. Learners listen to and identify fricatives (/s/, / z/, / Ө/, / ð/) in sample spoken texts (tape
recordings, podcast, radio, read-aloud exercises, tongue twisters, YouTube videos on
English consonant sounds.)
2. Learners use fricatives accurately in words and in connected speech through conversations,
interviews, skits (short plays).

Pedagogical Exemplars (with the cross-cutting themes integrated)

Collaborative Learning: In pairs/groups, learners listen to and identify fricatives (/s/, / z/, / Ө/, /
ð/) in sample spoken texts (tape recordings, podcast, radio, read-aloud exercises, tongue twisters,
YouTube videos on English consonant sounds).
Audio-visual Presentation: In pairs/groups, learners listen to and identify fricatives in sample
spoken texts.

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Task-based learning: Using task-based learning, learners in groups use fricatives accurately in words
and in connected speech through conversations, interviews, skits (short plays)

Key Assessment
Assessment Level 1: Recall and Reproduction (Formative)
Identify words with fricative sounds initial, medial and final.
Assessment Level 2: Skills of Conceptual Understanding (Formative)
Use words containing fricative sounds in connected speech.
Reflection/Review: Are learners able to pronounce fricatives?

Theme/Focal Area(S) 2: (Lesson 2)

Use samples of selected texts from cross-cutting subjects to enable learners to use titles,
illustrations, bold print, italics, headings, subheadings and other text features to predict and analyse
fiction/nonfiction texts.
• In pairs/groups, learners discuss the importance of prediction in real-life situations (For instance,
if in a picture somebody is dressed in all black, what does it imply?) and link it with its role in
enhancing reading comprehension.
• Learners listen to simple but interesting texts read aloud to them and try to make logical
predictions at the beginning, middle, and end of the text (fiction). Learners support their
predictions with evidence from the text.
• In mixed-ability reading groups (of not more than five members), learners work collaboratively
under their group leaders to read other interesting texts. At breaking points (created by the
Facilitator or the group leaders), learners predict, review and re-predict the story till they come
to an end.
• Learners support their predictions with evidence from the text.
• Groups choose delegates to present their work to the class. Learners are encouraged to value
and accept every member’s role.
• Learners are to critique and peer review each group’s presentation.
• Model how to fill the prediction forms and ask learners to fill the forms at the beginning, middle,
and end of the texts (showing their initial predictions, the revised ones, and the refined ones).
• Learners work collaboratively to use titles, illustrations, bold print, italics, headings, subheadings
and other text features to predict nonfiction texts.
• Leadership roles should be assigned to both male and female members.
• Learners use KWL, DRTA and chunking strategies to interpret advanced texts.
Know, Want-to-know, and Learned (KWL)

Learning Task

1. Learners listen to simple but interesting texts read aloud to them and try to make logical
predictions at the beginning, middle, and end of the text (fiction).
2. Learners read interesting texts. At breaking points (created by the Facilitator or the group
leaders), learners predict, review and re-predict the story till they come to an end.

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3. Learners read interesting texts and discuss the importance of prediction in real-life situations
(For instance, if in a picture somebody is dressed in all black, what does it imply?) and link
it with its role in enhancing reading comprehension. Learners support their predictions with
evidence from the text.

Pedagogical Exemplars
Group work/Collaborative Learning: Learners work collaboratively to use titles, illustrations, bold
print, italics, headings, sub-headings and other text features to predict fictional and nonfiction texts.
Think-Pair-Share/Group work: In pairs/groups, learners discuss the importance of prediction in
real-life situations including its role. Groups choose delegates to present their work to the class.
Learners are encouraged to value and accept every member’s role.
Brainstorming: Using brainstorming, learners analyse the importance of predicting and its role in
enhancing reading and text comprehension. (By this stage in the learning process, there should be
genuine enthusiasm amongst learners for predictive analysis of texts.)

Key Assessment
Assessment Level 1 Recall
1. Narrate a true story of any event. (AP)
Assessment Level 2 Skills of Conceptual Understanding
1. Predict situations in a text-based on scenes and choice of words of the writer.
Assessment Level 3 Strategic Reasoning
1. Write an imaginary story on any plot.
Assessment Level 4 Extended Critical Thinking and Reasoning
Analyse varied texts and its role in enhancing reading and text comprehension.

Theme/Focal Area 3: (Lesson 3)

The simple present

The simple present tense is one of several forms of present tense in English. It is used to describe
habits, unchanging situations, general truths, and fixed arrangements. The simple present tense is
simple to form. Just use the base form of the verb: (For example: I take, you take, we take, they take).
The third-person singular takes an -s at the end. (as in: he takes, she takes)
The simple present tense is used:
• To express habits, general truths, repeated actions or unchanging situations, emotions and
wishes. For example,
I cycle (habit); I work in Accra (unchanging situation); Accra is a large city (general truth)
• To give instructions or directions. For example,
You walk for two hundred metres, then you turn left.
• To express fixed arrangements, present or future. For example,
Your exam starts at 09.00 a.m.
• To express future time, after some conjunctions (such as after, when, before, as soon as, until.)
For example,

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He’ll give it to you when you come next Saturday.

Be careful: The simple present is not used to express actions happening now.
Other examples:
For habits:
He drinks tea at breakfast.
She eats only fish and vegetables.
They watch television regularly.
For repeated actions or events:
We catch the bus every morning.
It rains every afternoon in the hot season.
They drive to Accra during the harmattan season.
For general truths:
Water freezes at zero degrees.
The Earth revolves around the Sun.
Her mother is Ghanaian.
For instructions or directions:
Open the packet and pour the contents into hot water.
On arrival in London, you take the No.6 bus to Watney and then the No.10 to Bedford.
For fixed arrangements:
His mother arrives tomorrow.
Our holiday starts on the 26th March.
With future constructions:
She’ll see you before she leaves.
We’ll give it to her when she arrives.
Forming the simple present tense: to think

Affirmative Interrogative Negative

I think Do I think? I do not think so.
You think, Do you think? You do not think so.

Affirmative Interrogative Negative

I think Do I think? I do not think so.
You think, Do you think? You do not think so.
He thinks Does he think? He does not think so.
She thinks Does she think? She does not think so.
It thinks Does it think? (what do you think) It does not think.
We think Do we think? We do not think.
They think Do they think? They do not think.

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Notes on the Simple Present and Third-Person Singular

• In the third-person singular, the verb always ends in -s:
He wants, she needs, he gives, she thinks.
• Negative and question forms use DOES (= the third person of the auxiliary ‘DO’) + the infinitive
of the verb.
He wants ice cream. Does he want strawberry? He does not want vanilla.
• Verbs ending in -y: the third person changes the -y to -ies:
fly --> flies, cry --> cries
• Exception: if there is a vowel before the -y:
play --> plays, pray --> prays
• Add -es to verbs ending in:-ss, -x, -sh, -ch:
He passes, she catches, he fixes, it pushes
Other examples:
He goes to school every morning.
She understands English.
It mixes the sand and the water.
He tries very hard.
She enjoys playing the piano.
The Present Continuous tense is used to express a present continuous action or an action that is still
going on at the present moment.
Forming the Present Continuous
The present continuous of any verb is composed of two parts - the present tense of the verb to be +
the present participle of the main verb.
(The form of the present participle is: base+ing, as in: talking, playing, moving, smiling)
Affirmative:
Subject + to be + base + ing
She is talking.
Negative:
Subject + to be + not + base + ing
She is not (isn’t) talking
Interrogative:
to be + subject + base + ing
Is she talking?
Examples: TO GO, present continuous
Affirmative Negative Interrogative
I am going. I am not going. Am I going?
You are going. You aren’t going. Are you going?
He/She/It is going. He/ she/ it isn’t going. Is he/ she/ it going?

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We are going. We aren’t going. Are we going?

You are going. You aren’t going. Are you going?
They are going. They aren’t going. Are they going?
Note: Alternative negative contractions: I’m not going, you’re not going, he’s not going.
Functions of the Present Continuous
As with all tenses in English, the speaker’s attitude is as important as the time of the action or event.
When someone uses the present continuous, they are thinking about something that is unfinished or
incomplete. In sports commentary, you will hear the present continuous being used in unfinished
actions: he is racing down the left wing…
The present continuous is used
• to describe an action that is going on at this moment:
For example: You are using the Internet. You are studying English grammar.
• to describe an action that is going on during this period of time or a trend:
For example: Are you still working for the same company? More and more people are becoming
vegetarians.
• to describe an action or event in the future which has already been planned or prepared:
For example: We’re going on holiday tomorrow. I’m meeting my boyfriend tonight. Are they
visiting you next winter?
• to describe a temporary event or situation:
For example: He usually plays the drums, but he’s playing the bass guitar tonight. The weather
forecast was good, but it’s raining at the moment.
• with “always”, “forever”, and “constantly” to describe and emphasise a continuing series of
repeated actions:
For example: Harry and Sadia are always arguing! You’re constantly complaining about your
mother-in-law!
Be careful: Some verbs are not usually used in the continuous form.
Verbs that are not usually used in the continuous form:
The verbs in the list below are normally used in the simple form because they refer to states rather
than actions or processes:
• Senses/perception: to feel, to hear, to see, to smell, to taste.
• Opinion: to assume, to believe, to consider, to doubt, to feel (= to think), to find (= to consider),
to suppose, to think.
• Mental states: to forget, to imagine, to know, to mean, to notice, to recognise, to remember, to
understand.
• Emotions/desires: to envy, to fear, to dislike, to hate, to hope, to like, to love, to mind, to prefer,
to regret, to want, to wish
• Measurement: to contain, to cost, to hold, to measure, to weigh.
• Others: to look (=resemble), to seem, to be (in most cases), to have (when it means “to possess”).

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Exceptions
Perception verbs (see, hear, feel, taste, smell) are often used with can: I can see... These verbs may
be used in the continuous form but with a different meaning.
For example:
This coat feels nice and warm. (your perception of the coat’s qualities)
John’s feeling much better now (his health is improving)
She has three dogs and a cat. (possession)
She’s having supper. (She’s eating)
I can see Anthony in the garden (perception)
I’m seeing Anthony later (We are planning to meet)

Learning Task
1. Learners discuss activities they engage in every day to identify the uses of all the various
inflections of the simple present tense.
2. Learners form simple sentences with simple present tense.
3. Learners will create a short conversation with the use of the present tense in context.
4. Learners will create a sports commentary conveying excitement in continuous present tense.

Pedagogical Exemplars (for Focal Area 3)

Experiential Learning: Using role play to ensure tolerance for each other’s views, learners discuss
activities they engage in every day to identify the uses of all the various inflections of the simple
present tense.
Think-pair ink and share: Using think-pair ink and share, learners form sentences with simple
present tense.
Talk for Learning: Through talk for learning, learners in groups create a short conversation with the
use of present tense in context.

Key Assessment
Assessment Level 1: Recall (Summative)
Choose the correct form of simple present tense to complete the sentences below.
a) Amina…… (is, are, was) here.
b) Kofi and his mother…… (walk, walks, walking) to the market every day.
c) I…. ( have, has, had) a pen in my bag.
Assessment Level 2: Skills of conceptual understanding (Summative)
Use the following verbs to form a sentence each.
Wash, dance, sweep, writes, plays
Assessment Level 3: Critical thinking and reasoning
a) Write a short commentary on a football game.
b) Create a dialogue with a friend.

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Session Review
This session exposed learners to articulation of consonant sounds, strategies and techniques
to analysing fiction and non-fiction texts and the discussion of the usage of grammar - tense
and aspect use of English Language as well as boosted the confidence in their use of language
in everyday speech and writing. The interactive use of 21st century skills and inculcation of
moral values has enhanced the participation of learners. The use of games and other interactive
pedagogical strategies also made lessons exciting.
The assessment strategies ranging from DoK Levels 1 to 4 have improved learners’ problem-
solving skills, and powers of reasoning.

References
1. New Gateway English for Senior High School Book 1
2. English for Senior Secondary Schools Book 1
3. Black Star Series Book 1
4. Old newspapers
5. Selected passages from subjects across the curriculum such as Social Studies, Agriculture,
Geography.
6. Sample texts & pictures from social media
7. Phonetic numbers (online phonetic memory games)
8. A1 English Language textbook

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WEEK 10

Strands:
1. Grammar
2. Writing
3. Literature

Sub-Strands:
1. Grammar Usage
2. Text Types and Purposes
3. Narrative, Drama, Poetry

Learning Outcomes:
1. Apply knowledge of word classes and their functions in communication.
2. Use a process-oriented approach to craft descriptive, creative, informative and
persuasive written compositions.
3. Trace the sequence of events in texts.

Content Standards:
1. Demonstrate knowledge, understanding and use of grammatical forms in speech and in writing.
2. Use a process approach to compose descriptive, narrative/imaginative, informational,
persuasive and argumentative texts.
3. Demonstrate knowledge of and understanding of how the language of literary genres facilitates
understanding of a text.

INTRODUCTION AND SUMMARY FOR THE WEEK

The lessons this week focus on Grammar Usage, Writing and Literature. The first lesson focuses on
forms of verbs (tense and aspect) in everyday activity. This is to help build learners’ grammar skills
during the lesson for lifelong learning.
The second lesson is on persuasive writing that states and defends a position. The writing strategy and
knowledge makes writing pleasurable and informative.
The final lesson on literature helps learners to develop the sequence of events across texts and how it
contributes to meaning.
All these lessons have a direct impact on learners’ speech and writing. With the best pedagogical
approaches and resources learners will improve upon their listening, speaking, reading and
writing skills.

SUMMARY OF PEDAGOGICAL EXEMPLARS

The pedagogical exemplars help to reveal the full cognitive potential of learners as they are compelled
to think or brainstorm, exemplify and provide appropriate responses. Learners collaboratively share
ideas on the various tasks and group activities which not only gives room to the shy learners to
contribute to the lesson but also helps them to be confident in class and life in general.

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With all these and even more, the teacher is to guide learners to practise the cultural values of our
nation Ghana which include respect, tolerance and honesty.

ASSESSMENT SUMMARY
The assessment strategies ensure a level-appropriate approach which ensures that each learner is
involved and made to recall, build skills, reason strategically and provide evidence of extended critical
thinking. The higher learners go, the more challenging the tasks get and the more demanding the
responses become. Where needed, learners should be given ample time in order to provide satisfactory
responses under the guidance of the teacher. The assessment levels of one(1) to four(4) are used.

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Learning Indicators
1. Use forms of verbs in everyday activities (Tense and Aspect). Lesson 3 of 4
2. Write a persuasive piece that states and defends a position.
3. Develop the sequence of events across texts and how it contributes to meaning.

Theme/Focal Area(s) 1: The Present Perfect

Present perfect progressive/Present perfect continuous

The present perfect continuous is used to refer to an unspecified time between ‘before now’ and
‘now’. The speaker is thinking about something that started but perhaps did not finish in that period
of time. He/she is interested in the process as well as the result, and this process may still be going on
or may have just finished.
Actions that started in the past and continue in the present
She has been waiting for you all day (=, and she’s still waiting now).
I’ve been working on this report since eight o’clock this morning (=, and I still haven’t finished it).
They have been travelling since last October (= and they’re not home yet).
Actions that have just finished, but we are interested in the results
She has been cooking since last night (= and the food on the table looks delicious).
It’s been raining (= and the streets are still wet).
Someone’s been eating my chips (= half of them are gone).
Forming the present perfect continuous
The present perfect continuous is made up of two elements: the present perfect of the verb ‘to be’
(have/has been) and the present participle of the main verb (base+ing)
Subject +has/have been +base+ing
She has been swimming
Affirmative: She has been / She’s been running.
Negative: She hasn’t been running.
Interrogative: Has she been running?
Interrogative negative: Hasn’t she been running?

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Example: present perfect continuous, TO LIVE

Affirmative Negative Interrogative

I have been sleeping. I haven’t been sleeping. Have I been sleeping?
You have been sleeping. You haven’t been sleeping. Have you been
He, she, it has been sleeping. He, she, it hasn’t been sleeping. Has he, she, it been sleeping?
We have been sleeping. We haven’t been sleeping. Have we been sleeping?
You have been sleeping. You haven’t been sleeping. Have you been sleeping?
They have been sleeping. They haven’t been sleeping. Have they been sleeping?

Verbs without continuous forms:

With verbs not normally used in the continuous form, use the simple present perfect instead (verbs
such as know, hate, hear, understand, want).
I’ve wanted to visit China for years.
She’s known Robert since she was a child.
I’ve hated that music since I first heard it.
I’ve heard a lot about you recently.
We’ve understood everything.

Learning Tasks

1. Learners discuss activities they engage in everyday to identify all the various inflections of
the forms of verbs.
2. Learners identify and use present perfect continuous tense in simple sentences.
3. Learners explain the meaning of present perfect continuous tense and state its inflections.
4. Learners outline the processes of present perfect continuous tenses and use them to form
sentences.

Pedagogical Exemplars for Focal Area1 (Lesson 1)

Experiential Learning: Using role play to ensure tolerance for each other’s views, learners discuss
activities they engage in to identify all the various inflections of the forms of verbs.
Note: The following is complex, but it is important in order to improve the quality of
spoken English.
Brainstorming: Through brainstorming, learners in mixed-ability/gender groupings identify and use
the present perfect continuous tense in simple sentences.
Collaborative learning: Using collaborative learning, learners in mixed-ability groups explain the
meaning of present perfect continuous tense and state its inflections.
Group Discussion: Through group discussions, learners in mixed-ability groups outline the processes
of present perfect continuous tenses and use them to form sentences.
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Key Assessment
Assessment Level 1 Recall
1. Form five sentences of present perfect progressive.
Assessment Level 2 Skills of Conceptual Understanding
2. Construct two sentences for each of the following:
a. Affirmative
b. Negative
c. Interrogative
Note: Practise your sentences within your groups.
Assessment Level 3 Strategic Reasoning
Construct five sentences using present perfect continuous tense
Assessment Level 4 Extended Critical Thinking and Reasoning
Examine the differences between the present perfect continuous tense and any other present tense
forms and use them in three sentences each.
Reflection/Review

Theme/Focal Area(s) 2: Persuasive Writing

Persuasive Writing
Persuasive writing is any written work that tries to convince the reader of the writer’s opinion. A
persuasive essay also draws on personal experience, logical arguments, an appeal to emotion, and a
compelling speech to influence readers. It includes debates and argumentative essays.
Some Strategies:
• Choose language carefully. This should take a strong form of words.
• Ask questions. This will engage readers and improve the transition to other ideas.
• Statement of thesis. This brings out the opinion.
• Outline the argument.
• Speak directly to the reader.
Talk-for-Learning (TfL):
• Learners, collaborating with one another in mixed-ability groups, examine sample materials
(sample essays, passages from books, journals, sample texts from social media).
Critical Thinking Skills
Critical thinking entails analysis and evaluation. Therefore, learners acquire critical thinking and
problem -solving skills as they analyse their topics and systematically organise their ideas to develop
the structure of a debate: The introduction (containing the vocatives, the motion declaration of
stands and definition of keywords, if any), The body (in several paragraphs) and the conclusion.
• Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence.
(Besides, in addition, moreover, again, furthermore)
• Communication Skills are acquired as learners share their ideas with peers and accept constructive
feedback through communication and collaboration in order to achieve the required skills.

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Individual Work
• Learners individually compose an introductory paragraph containing the following:
i. Central idea (suitable for a whole essay)
ii. Supporting sentences linked with appropriate, cohesive devices (and, before, since, while,
as, until) suitable background information and a conclusion.

Learning Tasks
1. Learners examine sample persuasive materials (sample essays, passages from books,
journals, and sample texts from social media) and give meaning of persuasive writing.
2. Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence.
(Besides, in addition, moreover, again, furthermore)
3. Learners individually compose persuasive essay using the appropriate features.

Pedagogical Exemplars (Lesson 2)

Talk-for-Learning (TfL): Learners, collaborating with one another in mixed-ability groups, examine
sample materials on persuasive writing for meaning.
Critical Thinking Skills: In mixed-ability groupings, learners outline the strategies in
persuasive writing.
Individual Work: Learners individually write persuasive essays using the appropriate features.

Key Assessment
Assessment Level 3: (Formative)
1. State the features of a debate.
2. Write the introduction of a debate on a given topic.
3. Write the rebuttal to a given motion.
4. Write a short essay on a given debate topic

Theme/Focal Area 3:
Experiential Learning: As a class, learners watch a film or read a text and trace the sequence
of events.
In mixed-ability groups, learners identify the plot in the film/text through the herringbone or story
map (i.e. the use of who, what, where, when, how, why) strategy. In mixed-ability groupings, learners
collaboratively trace the plot from the beginning, rising action, climax, falling action and resolution.
Task-Based Learning
In groups, learners identify the beginning, rising action, climax, falling action and resolution of a text/
play script and make simple notes on them. Learners present their findings orally.
Collaborative Learning: With the experience of tracing the plot, learners collaboratively create their
own storylines following a sequence.

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Learning Tasks
1. Learners identify the plot (sequence) in the film/text through the herringbone or story map
(i.e. the use of who, what, where, when, how, why) strategy.
2. Learners identify the beginning, rising action, climax, falling action and resolution of a text,
play/script and make simple notes on them. Learners present their findings orally.
3. Learners collaboratively create their own storylines following a sequence.

Pedagogical Exemplars
Experiential Learning: As a class, learners in groups watch a film or read a text and trace the
sequence of events.
Task-Based Learning: In groups, learners identify the beginning, rising action, climax, falling
action and resolution of a text, play/script and make simple notes on them. Learners present their
findings orally.
Collaborative Learning: With the experience of tracing the plot, learners collaboratively create their
own storylines following a sequence.

Key Assessment
Assessment Level 1: Recall
1. Arrange events in chronological order.
Assessment Level 2: Skills of Conceptual Understanding
1. Put parts of an essay together to make sense/meaning
Assessment Level 3: Strategic reasoning
Write any story of your own in which the plot tracing is shown.

Session Review
This session exposed learners to forms of verbs, techniques to write persuasive texts and how
sequence of events contributed to meaning of a text or story has improved learners’ perspective
to the study and use of English Language as well as boosted the confidence in their use of
language in everyday discourse-speech and writing. The interactive use of 21st century skills
and inculcation of moral values has enhanced the participation of learners. The use of games
and other interactive pedagogical strategies also made lessons exciting.
The assessment strategies ranging from DoK Levels 1 to 4 have improved learners’ problem-
solving skills and powers of reasoning.

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References
1. New Gateway English for Senior High School Book 1
2. English for Senior Secondary Schools Book 1
3. Black Star Series Book 1
4. Old newspapers
5. Selected passages from subjects across the curriculum such as Social Studies, Agriculture,
Geography.
6. Sample texts & pictures from social media
7. A1 English Language

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WEEK 11

Strands:
1. Oral Language
2. Reading
3. Grammar

Sub-Strands:
1. English Speech sounds
2. Reading Comprehension
3. Grammar Usage

Learning Outcomes:
1. Articulate English pure vowel and consonant sounds effectively in oral communication.
2. Employ knowledge of text comprehension strategies to read for enjoyment and
information.
3. Apply knowledge of word classes and their functions in communication.

Content Standards:
1. Demonstrate knowledge and understanding of speech sounds in oral communication.
2. Demonstrate understanding of different types of reading and text comprehension strategies and
use them to interpret a variety of appropriate-level texts.
3. Demonstrate knowledge, understanding and use of grammatical forms in speech and writing.

INTRODUCTION AND SUMMARY FOR THE WEEK

Welcome to week 11of the English Language Teacher Manual. The strands for this week are Oral
Language, Reading and Grammar. The focal area of the oral language is nasal consonants; that of the
reading focuses on the reading techniques and how to apply them. The last focal area of the week is on
the simple past tense. It is expected that the 21st century teaching skills would be employed to make
the teaching of these strands interactive to prepare learners for the world of work.

SUMMARY OF PEDAGOGICAL EXEMPLARS

The pedagogical exemplars include interactive approaches to the teaching and learning of English
Language. Pedagogical exemplars such as Collaborative Learning, Task-Based Learning, Talk for
Learning, Group work, Building on What Others Say, Experiential Learning, Think-Pair Link and
Share are used to facilitate learners understanding of the lessons and help build the 21st century skills
such as collaboration, innovation, critical thinking, communication, leadership skills among others.
Resources such as tape recordings and other audio visuals including texts are used to support learners
learning. Additional tasks may be given to gifted and talented/advance learners, just as more support
should be given to learners with approaching proficiency.

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ASSESSMENT SUMMARY
The assessment for the week’s lessons ensures a balanced evaluation of recall, skills of conceptual
understanding and strategic reasoning. The assessment strategies for the lessons include but are not
limited to oral/aural responses, question and answer sessions group tasks.
Teachers are encouraged to employ a variety of formative and summative assessment strategies to
gather information about individual learners’ performance, including scores, feedback and progress
over time. Teachers should be mindful of linguistic complexities and background issues that are
associated with certain cultures, in order not to turn learners who are victims of such into subjects of
ridicule.

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Learning Indicators
1. Use consonant sounds in connected speech (Plosives, Fricatives and Nasals)
2 .Read a variety of texts for leisure.
3. Use forms of verbs in everyday activities (Tense and Aspect)

Theme/Focal Area(s) 1:

Nasal Consonants
Nasal consonant sounds are made by blocking air in the mouth and releasing sound through the nose.
/m/ /n/ / ŋ /
Collaborative Learning: In pairs/groups, learners listen to and identify nasals (/m/, /n/, /ŋ/) in sample
spoken texts (tape recordings, podcast, radio, read-aloud exercises, tongue twisters, YouTube videos
on English consonants). Learners use nasals accurately in speech, forming new words, and using
them in sentences.

Learning Tasks

1. Learners identify nasal sounds from sampled texts

2. Learners articulate nasal sounds (consider manner and place of articulation)
3. Learners use nasal sounds accurately in speech, forming new words, and using them to
construct sentences.

Pedagogical Exemplars for Focal Area 1 (Lesson 1)

Collaborative Learning: In pairs/groups, learners watch or listen to audio-visual materials and
identify nasals sounds in sample spoken texts.
Task-based learning: Learners in mixed-ability groups, through video or visual presentation, watch
or listen to correct production of nasal sounds and repeat them (taking into consideration place and
manner of articulation).
Talk for Learning: Learners in pairs examine nasal sounds and use them accurately in connected
speech, forming new words and using them to construct sentences.

Key Assessment
Assessment Level 1: Recall
Identify words with nasal sounds in sentences
1. The mouse is under the mat.
2. The girls made their homes lovely.
3. She performed beautiful songs.
4. Afia sells mangoes at the Makola Market.
Assessment Level 2: Skills of conceptual understanding
Describe the production of the nasal sounds (/m/, /n/, /ŋ/).

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Assessment Level 3: Strategic reasoning:

Examine five words containing nasal sounds and use them to form sentences.
(moon, mouth, summer, comb, mine)

Theme/Focal Area(s) 2:
Apply reading techniques:
Skimming, Scanning Close reading, light reading.
Group Work/Collaborative Learning
· In mixed-ability/gender reading groups, learners listen to a scenario on the importance of
reading and discuss the message of the text.
· Learners also identify and discuss common reading misconceptions (wrong impressions that
people hold about reading).
Building on what others say
· In mixed-ability/gender groups, learners listen to the Facilitator read an interesting story aloud
up to where it becomes most interesting (particularly climax). The facilitator stops there, and in
smaller groups, learners discuss what is read and predict how the story will end.
· Learners work in groups collaboratively to read the rest of the story.
Under the leadership of the group leader, learners engage in interactive activities (dramatise, draw,
mind map) to retell the story.
Learners read texts from familiar backgrounds for enjoyment and share the moral values that could
be drawn from the story with the class.
Continue to read with learners this way till they begin to show interest in independent reading.

Learning Tasks

1. Learners skim through sample text materials to predict its main idea.
2. Learners use reading and text comprehension strategies to read and discuss the main idea of
given texts.
3. Learners apply reading and text comprehension techniques to read and summarise the main
idea of given texts.

Pedagogical Exemplars
Group Work/Collaborative Learning: In mixed-ability/gender reading groups, learners listen to a
scenario on the importance of reading and state the main idea from the text.
Building on what others say: Under the leadership of group leaders, learners in mixed-ability groups
read and discuss the main idea of a given text, and do interactive activities (dramatisation, drawing,
mind-mapping) to retell a story.
Talk for learning: Learners in mixed-ability/gender groupings read sample text and summarise it
(emphasise on the reading techniques such as skimming, scanning, close reading and light reading)

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Key Assessment
Assessment Level 1 recall
State at least three (3) importance of reading.
Assessment Level 2 skills of conceptual understanding
Discuss the main ideas in each of the paragraphs of a read text.
Assessment Level 3: strategic reasoning
Choose a text of your own to read and give a summary of the text read.

Theme/Focal Area 3:

The Simple Past Tense

• The simple past tense, sometimes called the past, is used to talk about a completed action in a
time before now.
• The simple past is the basic form of past tense in English. The time of the action can be in the
recent past or the distant past, and action duration is not important.
Examples:
John Cabot sailed to America in 1498.
My doctor gave me an injection last year.
He lived in Fijai in 1976.
We crossed the bridge yesterday.
You always use the simple past when you say when something happened, so it is associated with
certain past-time expressions as below:
• Frequency: often, sometimes, always
I sometimes walked home at lunchtime.
I often brought my lunch to school.
• A definite point in time: last week, when I was a child, yesterday, six weeks ago
We saw a good film last week.
Yesterday, I arrived in Geneva.
She finished her work at seven o’clock
I went to the theatre last night.
• An indefinite point in time: the other day, ages ago, a long time ago
People lived in caves a long time ago.
She played the piano when she was a child.
Note: the word ago is a useful way of expressing the distance into the past. It is placed after a period
of time: a week ago, three years ago, a minute ago.
Be Careful: The simple past in English may look like a tense in your own language, but the meaning
may be different.
Forming the simple past tense
Patterns of simple past tense for regular verbs

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• Affirmative: Subject + verb + ed:

I skipped.
• Negative: Subject + did not + infinitive without to
They didn’t go.
• Interrogative: Did + subject + infinitive without to
Did she arrive?
• Interrogative negative: Did not + subject + infinitive without to
Didn’t you play?
To Walk

Affirmative Negative Interrogative

I walked. I didn’t walk. Did I walk?
You walked. You didn’t walk. Did he walk?
They walked. They didn’t walk. Did they walk?
She walked. She didn’t walk. Did she walk?
We walked. We didn’t walk. Did we walk?

Simple past tense of to be, to have, to do

Subject Verb
Be/ Have/ Do
I was/ had/ did
You were/ had /did
He/She/It was/ had /did
We were/ had/ did
You were/ had/ did
They were/ had/ did
Notes on affirmative, negative, and interrogative forms
Affirmative: The affirmative of the simple past tense is simple. For example:
I was in Japan last year.
She had a headache yesterday.
We did our homework last night.
• Negative and interrogative: For the negative and interrogative simple past form of “to do” as an
ordinary verb, use the auxiliary “did”. For example:
We didn’t do our homework last night.
• The negative of “have” in the simple past is usually formed using the auxiliary “did”, but
sometimes by simply adding not or the contraction “n’t”.
• The interrogative form of “have” in the simple past normally uses the auxiliary “did”.

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They weren’t in Rio last summer.

We didn’t have any money.
We didn’t have time to visit the lighthouse Tower.
We didn’t do our exercises this morning.
Did you have a bicycle when you were young?
Did you do much climbing in Switzerland?
Note: For the negative and interrogative forms of all verbs in the simple past, always use the
auxiliary “did’’.

Simple past, irregular verbs

Some verbs are irregular in the simple past. Here are the most common ones.
to go:
He went to a club last night.
Did he go to the cinema last night?
He didn’t go to bed early last night.
• to give:
We gave her a doll for her birthday.
They didn’t give John their new address.
Did Barry give you my passport?
• to come:
My parents came to visit me last July.
We didn’t come because it was raining.
Did he come to your party last week?

Learning Tasks
1. Learners discuss activities they engage in everyday to identify the uses of all the various
inflections of the simple past tense.
2. Learners form simple sentences with simple past tense.
3. Learners will create a short conversation with the use of the past tense in context.

Pedagogical Exemplars
Experiential Learning: Using role play to ensure tolerance for each other’s views, learners discuss
activities they engage in everyday to identify the uses of all the various inflections of the simple
past tense.
Think-pair ink and share: Using think-pair ink and share, learners form sentences with simple
past tense.
Talk for Learning: Through talk for learning, learners in groups create a short conversation with the
use of past tense in context.

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Key Assessment
Assessment Level 1: Recall (Summative)
Choose the correct form of simple past tense to complete the sentences below.
a) Amina…… (were, are, was) here.
b) Kofi and his mother……. (walked, walks, walking) to the market this morning.
c) I…… (have, has, had) a pen in my bag but can’t find it again.
Assessment Level 2: Skills of Conceptual Understanding (Summative)
Use the following verbs to form a sentence each.
(jumped, ate, wrote, sang, prayed)
Assessment Level 3: Critical thinking and reasoning
a) Write a short story of a terrible dream you ever had.
b) Narrate the experience of your first day in school.

Session Review
This session, which exposed learners to the articulation of nasal sounds, how to apply the reading
techniques and the appropriate use of the simple past tense, has boosted learners’ confidence in
the use of English Language in their everyday activities. The use of the 21st century teaching
skills made the lesson interactive and built in learners, the values of respect, tolerance, honesty
and many others. The session has improved learner’s ability to fit in any life situation and a
world of work. The assessment strategies ranging from DOK 1 to 3 helped improved learners’
problem-solving skills and power of reasoning. The pedagogical strategies used encapsulate the
varied needs of learners, which made the lesson interactive.

References
1. New Gateway English for Senior High School Book 1
2. English for Senior Secondary Schools Book 1
3. Black Star Series Book 1
4. Old newspapers
5. A1 English Language
6. Selected passages from subjects across the curriculum such as Social Studies, Agriculture,
Geography.
7. Sample texts & pictures from social media
8. Phonetic numbers (online phonetic memory games)

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WEEK 12

Strands:
1. Grammar
2. Writing
3. Literature

Sub-Strands:
1. Grammar Usage
2. Text Types and Purposes
3. Narrative, Drama, Poetry

Learning Outcomes:
1. Apply knowledge of word classes and their functions in communication.
2. Use a process-oriented approach to craft descriptive, creative, informative and
persuasive written compositions.
3. Trace the sequence of events in texts

Content Standard:
1. Demonstrate knowledge, understanding and use of grammatical forms in speech and writing.
2. Use a process approach to compose descriptive, narrative/imaginative, informational,
persuasive and argumentative writing.
3. Demonstrate knowledge and understanding of how the language of literary genres facilitates
understanding of a text.

INTRODUCTION AND SUMMARY FOR THE WEEK

You are welcome to this week’s lessons. The week contains three different lessons: Grammar, Writing
and Literature. The grammar deals with the minor word class. The writing on the other hand deals
with the use of cohesive devices in the composition of an essay, and the literature is to guide learners
in developing a sequence of events. The teacher should employ all professional techniques/methods
deemed necessary to make the lesson successful, even if not captured in this document.

SUMMARY OF PEDAGOGICAL EXEMPLARS

The pedagogical exemplars comprise interactive approaches to the teaching and learning of English
Language. The pedagogical exemplars used in this week’s lessons include experiential Learning,
Brainstorming, Talk for Learning, Collaborative Learning, Individual work and Task-Based Learning,
which seek to inculcate 21st century skills such as collaboration, critical thinking, communication
skills, innovation and leadership. The resources used in the teaching and learning of these lessons
include but are not limited to audiovisuals and texts. However, the teacher can use other resources
available and appropriate to the lessons to facilitate teaching and learning. The teacher should bear in
mind that learners have different backgrounds must be catered for in the use of the pedagogies.

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ASSESSMENT SUMMARY
The assessment in this week’s lesson ensures a balanced evaluation of recall, skills of conceptual
understanding and of strategic reasoning. The assessment strategies for the lessons include but are
not limited to oral/aural responses, question and answer sessions and group tasks. It is important
to vary the assessment strategies of both formative and summative, to carry all learners along for
comprehensive feedback to reflect the learner’s learning needs. Learners should never be ridiculed
for a response to a question. GESI should be observed, especially during lessons when questions are
asked for oral response.

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Learning Indicators
1. Use minor word classes in speaking and writing.
2. Compose text to compare given issues or situations.
3. Develop the sequence of events across texts and understand how it contributes to
meaning.

Theme/Focal Area(S) 1:

Minor Word Classes (Lesson 1 of 3)

The minor word classes are conjunctions, prepositions and interjections.
Conjunctions
1. Coordinating conjunctions
2. Correlative conjunctions
3. Subordinating conjunctions
Experiential Learning: Establish at the outset what is meant by conjunctions. Learners in mixed-
ability groups discuss their experiences of the use of conjunctions on varied topics. Learners listen
and share ideas, supporting/ encouraging one another to identify conjunctions as one of the minor but
fundamental word classes and give examples.
i. Conjunction: coordinating conjunctions: for, and, nor, but, or, yet, and so (FANBOYS).
ii. Correlative conjunctions: either... or, neither... nor, both…and, not only... but also.
iii. Conjunctions to link ideas: because, since, as, although, though, while, and whereas, if, as if …
iv. Adverbs that function as conjunctions in sentences: until, after, or before.

Learning Tasks

1. Learners identify a list of conjunctions from a given text.

2. Learners identify the forms of conjunctions and give at least two examples each.
3. Learners use the various forms of conjunctions to form sentences.

Pedagogical Exemplars (with the cross-cutting themes integrated)

Experiential learning: In mixed-ability/gender groups, learners scan a sample text to identify the
conjunctions used.
Learners in mixed-ability groups discuss their experiences of the use of conjunctions on varied topics.
Learners listen and share ideas, supporting/encouraging one another to identify conjunctions as one
of the minor word classes, and give examples.
Brainstorming: Through brainstorming, learners in mixed-ability groups identify the forms of
conjunctions with examples.
Talk for Learning: Using talk for learning, learners in pairs use the various forms of conjunctions
to form sentences.

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Note:
An important teaching point should be made here. While conjunctions might be regarded as ‘minor’
words, their misuse quickly signifies that the speaker is not fully competent in English. Accurate
usage is vital.

Key Assessment
Assessment Level 1 Recall
Underline the conjunctions in the following sentences
1. Kofi and his pet will be here soon.
2. Ali is brilliant but very arrogant.
3. Ama though respectful, can sometimes be annoying.
Assessment Level 2 Skills of conceptual understanding
Connect phrases and clauses with the appropriate conjunctions to form sentences
Assessment Level 3 Strategic reasoning
Form two sentences each with the forms of conjunctions.

Theme/Focal Area(S) 2:
Guide learners to use appropriate linking/ cohesive devices in the composition of essays.
Critical Thinking Skills
Critical thinking entails analysis and evaluation. Therefore, learners acquire critical thinking and
problem-solving skills as they analyse their topics and systematically organise their ideas on a
given topic.
Learners use appropriate linking expressions to bring out the style of the text in question. For example,
the use of adjectives and language for debate.
Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence. Examples
include: besides, in addition to, moreover, again, adverbs in descriptive essays, the use of time and
sequence frames for narratives, persuasive, furthermore.
Communication Skills are acquired as learners share their ideas with peers and accept constructive
feedback through communication and collaboration in order to achieve the basic required skills.

Learning Tasks
1. Learners state the central idea and identify the sub-ideas from a given written text.
2. Learners organise ideas in a paragraph on a given topic.
3. Learners compose a text on a given topic on topic.

Pedagogical Exemplars for Focal Area 2

Collaborative Learning: Learners in mixed ability/gender groups state the central idea and the sub-
ideas on a given topic.
Critical Thinking Skills: Learners in mixed ability groups plan an essay on a given topic.

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Individual Work: Learners individually compose an introductory paragraph containing the following:
i. Central idea (suitable for a whole essay)
ii. Supporting sentences linked with appropriate, cohesive devices (and, before, since, while, as,
until), suitable background information and a conclusion.
Individual Work: Learners individually write a complete essay on a given topic.
Learners appreciate the value of respect for one another in their groups.

Key Assessment
Assessment Level 1 Recall
1. Generate ideas on the uses of mobile phones.
2. Write down the steps involved in preparing your favourite food.
Assessment Level 2 Skills of Conceptual Understanding:
Narrate an interesting dream you have had.
Assessment Level 3 Strategic reasoning:
Discuss your view of education in Ghana.

Theme/Focal Area 3:
Use mind maps to guide learners in developing a sequence of ideas in reading and in so doing,
revealing the meaning.
Experiential Learning
• As a class, learners watch a film or read a text and note the sequence of events.
• In mixed-ability groups, learners identify the plot in the film/text through the herringbone or
story map (the use of who, what, where, when, how, why strategy)
• In mixed-ability groupings, learners collaboratively trace the plot from the beginning, rising
action, climax, falling action and resolution.

Pedagogical Exemplars for Focal area 3

1. Collaborative Learning: In mixed ability/gender groupings, learners trace the sequence of
events in watched film.
2. Experiential Learning: Through videos and texts materials, learners in mixed ability/gender
groupings identify the plot of a story.
3. Task-Based learning: In groups, learners identify the beginning, rising action, climax, falling
action and resolution of a text/play script and make simple notes on them. Learners present their
findings orally.

Key Assessment
Assessment Level 1 Recall
State the features of a story
Assessment Level 2 Skills of Conceptual Understanding
Plan a story of your own.

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Assessment Level 3 Strategic reasoning (Summative)

Write a story with a particular moral lesson.

Session Review
This session has inculcated in learners the appropriate use of minor word class, the use of cohesive
devices for coherence in composition, and the use of mind maps to develop the sequence of
events. 21st century skills and the national values were not left out, but fully developed owing to
the strategies used in the teaching and learning in the session. The assessment strategies ranging
from DoK 1 to 3 helped improved learners’ problem-solving skills and power of reasoning. The
pedagogical strategies used encapsulate the varied needs of learners, which made the lesson
interactive.

References
1. New Gateway English for Senior High School Book 1
2. English for Senior Secondary Schools Book 1
3. Black Star Series Book 1
4. Old newspapers
5. A1 English Language
6. Selected passages from subjects across the curriculum such as Social Studies, Agriculture,
Geography.
7. Sample texts & pictures from social media
8. Phonetic numbers (online phonetic memory games)

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WEEK 13

Strands:
1. Oral Language
2. Reading
3. Grammar

Sub-Strands:
1. Listening Comprehension
2. Summarising
3. Grammar Usage

Learning Outcomes:
1. Extract key ideas from oral texts/communication using relevant listening skills and
learner strategies.
2. Employ summarising as a technique for text interpretation.
3. Apply knowledge of word classes and their functions in communication.

Content Standards:
1. Demonstrate the ability to listen critically, extract, and construct varied levels of meaning
from any oral communication.
2. Demonstrate in-depth understanding of summarising as a technique for text comprehension.
3. Demonstrate knowledge, understanding and use of grammatical forms in speech and writing.

INTRODUCTION AND SUMMARY FOR THE WEEK

Welcome to week thirteen of the English Language Teacher Manual. There are three lessons for this
week. The lessons cover Oral Language (Listening comprehension), Reading (Summarising) and
Grammar (Prepositions). It is expected that various innovative strategies would be deplored to make
the lessons for the week more interactive and interesting.

SUMMARY OF PEDAGOGICAL EXEMPLARS

The pedagogical exemplars for the week entail interactive strategies to enhance teaching and
learning. These strategies include but not limited to experiential learning, sorting of word cards,
word chain, group work, collaborative learning, brainstorming, task-based learning and talk for
learning to facilitate learner’s participation in the lessons. These pedagogical exemplars are geared
towards helping learners develop leadership qualities, tolerance for each other, communication skills,
collaborative skills and critical thinking competencies.

ASSESSMENT SUMMARY
The assessment for this week’s lessons ensures a balance evaluation of recall, skills of conceptual
understanding, strategic reasoning and extended critical thinking and reasoning. The intended
assessment strategies for the lessons include but are not limited to oral/aural and written responses.
Facilitators are encouraged to employ a variety of formative and summative assessment strategies to

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gather information about learners’ performances including scores, feedback and progress over time.
Each learner’s individual differences should be taken into consideration in the assessment process.

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Learning Indicator: Differentiate between important ideas and non-important ideas in level-
appropriate oral texts.

Lesson 1 of 2
Apply innovative strategies in summarising short but familiar stories.
Use minor word classes in speaking and writing.
Lesson 2 of 3

Theme/Focal Area(s) 1:
Main and Subsidiary Ideas
Select level-appropriate sample texts for learners to read, reflect and discuss through application of
reading techniques.
Experiential Learning
Learners talk about their experiences relating to the information presented in an oral text, reflect on
the ideas, and distinguish between the more and less important ideas in the text.
Through this, learners develop an inquiry-based approach to their learning.
Use strategies such as Word chain (repetition of similar words or sequences), sorting of word cards,
and group work to differentiate the main ideas from the subsidiary ones.
Example:
• In groups, learners sort important and less important information written on paper.
• Learners discuss why some ideas are considered as main ideas and others as less
important information.
Note:
• Pay attention to the beginning and end of a conversation.
• Pay attention to paralinguistic features (tone of voice, stressed/unstressed words) and non-
verbal cues (gestures, facial expressions)
• Pay attention to speakers’ use of descriptive terms and examples (explanation, illustrations,
statistical information, adjectives and adverbs), which normally introduce subsidiary ideas in
communication.
Pay attention to speaking cues (Today we will focus on…, the story is about…, Let’s move on to…, In
other words…, the result of this is…)

Learning Tasks

1. Learners pay attention to speaking cues (Today we will focus on…, the story is about…,
Let’s move on to…, In other words…, the result of this is…,
2. Learners pay attention to the beginning and end of a conversation and to paralinguistic
features (tone of voice, stressed/unstressed words) and non-verbal cues (gestures, facial
expressions).
3. Learners pay attention to speakers’ use of descriptive terms and examples (Explanation,
illustrations, statistical information, adjectives and adverbs) which normally introduce
subsidiary ideas in communication.

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Pedagogical Exemplars (with the cross-cutting themes integrated)

Sorting of word cards: Learners in mixed ability/gender groups, sort words on cards into similar
sound groups.
Word chain: Learners in groups create words with similar sounds at initial, medial and final,
emphasising on the part with similar sounds (check, cheque, big, bin, pop, hop, hot, dot). In groups,
learners sort important and less important information written on sheets of paper.
Experiential learning: Learners talk about their experiences relating to the information presented
in an oral text, reflect on the ideas, and distinguish between the more and less important ideas in
the text. Learners discuss why some ideas are considered as main ideas and others as less important
information.

Key Assessment
Assessment Level 1 Recall
Identify the main ideas from examples on a given oral text.
Assessment Level 2 Skills of Conceptual Understanding: Distinguish supporting sentences from
topic sentences in oral text.
Assessment Level 3 Strategic Reasoning: Differentiate between main ideas from illustrations.
Assessment Level 4 Extended Critical Thinking and Reasoning: What makes certain information
more important than others

Theme/Focal Area(s) 2:

Summary Writing
The facilitator will guide learners in applying the techniques in giving an account of selected texts in
the shortest possible form. The summary must be brief and concise. Only main points are required.
Group Work/Collaborative Learning
Learners use the SWBST Strategy to summarise a variety of short fiction (prose and drama).
Note: SWBST means:
S___ somebody
W___ wanted
B___ but
S___ so
T___ then
In small mixed-ability and mixed-gender groups, learners listen to a story read aloud to the class.
They work collaboratively to summarise the story heard by critically discussing and answering the
following SWBST questions:
• Somebody: Who is the main character of the narrative?
• Wanted: What does the main character want or want to do?
• But: What is the problem? Why can’t the main character get what she or he wants?
• So: How does the main character solve the problem?

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• Then: What was the resolution?

In mixed-ability/mixed-gender groups, learners apply the SWBST strategy to familiar stories (for
example the Cinderella story).
Encourage learners to tolerate and accept one another’s views as well as to connect the stories to their
personal lives, by learning to identify social injustice and advocating change.

The Five W’s (5Ws) and “How” Strategy

Learners use “The 5Ws” strategy: Who, What, Where, When and Why and How to summarise stories.
In groups/ in pairs, learners work on given texts, responding to the 5Ws. There could be five groups,
each responding to one ‘W’.
Ensure that each group can work on all the paragraphs in the passage.
Selected texts should be gender-responsive and reflect cultural settings that learners can identify with
in their discussions.

Learning Tasks

1. Learners explain briefly the meaning of the summary.

2. Learners use the SWBST Strategy to summarise a variety of short fiction (prose and drama).
3. Learners use “The 5Ws” strategy: Who, What, Where, When, Why and How to summarise
stories.

Pedagogical Exemplars
Group Work/Collaborative Learning: In small mixed-ability and mixed-gender groups, learners
listen to a story read aloud to the class. They work collaboratively to summarise the story heard by
critically discussing and answering the following SWBST questions.
Brainstorming: Learners in mixed-ability and mixed-gender grouping, define the term summary.
Task-based Learning: In groups/ in pairs, learners work on given texts, responding to the 5Ws.
There could be five groups, each responding to one ‘W’ to summarise stories. Ensure that each group
can work on all the paragraphs in the passage.

Key Assessment
Assessment Level 1 Recall
Summarise your daily routine (in speech or writing).
Assessment Level 2 Skills of Conceptual Understanding
Summarise a short story heard from a colleague in class using the words used by the narrator (in
speech or writing).
Assessment Level 3 Strategic Reasoning
Summarise using your own words as far as possible a story heard from a colleague in class (in written).
Assessment Level 4 Extended Critical Thinking and Reasoning
Summarise the role played by characters in a narrative.

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Theme/Focal Area 3:
Minor Word Classes: Prepositions
Experiential Learning
Learners in mixed-ability groups discuss their experiences of the use of prepositions on varied topics.
Learners listen and share ideas supporting/encouraging one another to identify prepositions as one of
the minor word classes and give examples.
i. Preposition: Use prepositions in sentences.
a) consist of, in front of, on behalf of, in view of, in spite of, due to, near to, because of, by
means of, by dint of (hard work)
He will succeed by dint of hard work.
The man spoke on behalf of the group.
Use more complex prepositions to express:
· Place: near/close to, in front of, out of, far from, by the side of
· Time: in time of, about to, during the course of, at noon, for one week.
· Reason: due to, because of, on account of, as a result of
. Concession: in spite of, apart from, despite

Learning Tasks

1. Learners explain briefly the meaning of preposition with examples.

2. Learners construct sentences using prepositions.
3. Learners use prepositions to express place, time, reason and concession in connected speech
and writing.

Pedagogical Exemplars
Brainstorming: Learners in mixed-ability/gender groups brainstorm to explain briefly the meaning
of preposition with examples. (Provide support, where necessary to learners with difficulties.)
Talk for Learning: Through talk for learning, learners in mixed-ability groups form sentences with
a range of prepositions. Ensure learners respect the opinions of others.
Experiential Learning: Learners in groups or pairs outline the uses of prepositions in connected
speech and writing.

Key Assessment
Assessment Level 1: Recall
Fill in the sentences with at, on or in where necessary. Leave an empty space (-) if no preposition is
necessary.
1. Mary is getting married...this year.
2. I will see you...next Friday.
3. What are we doing...the weekend?
4. They often go out… Sunday evening.
5. Morrison got married...2018.

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Assessment Level 2: Skills of Conceptual Understanding

Supply the correct preposition to fill in the blanks in the following sentences:
1. I stood...the bridge...the ship.
2. They leaped...the wall...a ball.
3. ...that letter, you can obtain admission...that university.
Assessment Level 3: Strategic Reasoning:
Construct sentences using each of the following prepositions:
(along with, on account of, in charge of, except for, rather than)
Assessment Level 4: Extended Critical Thinking and Reasoning
Use simple and complex prepositions to form sentences of your own.

Session Review
This session is a review of week 13 lessons with the pedagogical exemplars which exposed
leaners to the use of prepositions, listening comprehension, and summarising. It also inculcated
in learners more 21st century skills and competencies to make them functional in real life
situations. Learners develop leadership skills from the groupings and learn to tolerate each
other and the need to support each other to achieve a common goal.

References
1. New Gateway English for Senior High School Book 1
2. English for Senior Secondary Schools Book 1
3. Black Star Series Book 1
4. Old newspapers
5. A1 English Language
6. Selected passages from subjects across the curriculum such as Social Studies, Agriculture,
Geography.
7. Sample texts & pictures from social media
8. Phonetic numbers (online phonetic memory games)

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WEEK 14

Strands: Grammar

Sub-Strands: Grammar Usage

Learning Outcome: Apply knowledge of word classes and their functions in communication.

Content Standard: Demonstrate knowledge, understanding and use of grammatical forms in

speech and writing.

INTRODUCTION AND SUMMARY FOR THE WEEK

Welcome to week fourteen of the English Language Teacher Manual. There is one lesson this week.
The expectation is that teachers would prepare additional lesson(s) for the week. This lesson looks at
determiners and interjections. The types of determiners include articles, possessives, demonstratives
and quantifiers. Examples of each of these have been provided.

SUMMARY OF PEDAGOGICAL EXEMPLARS

The pedagogical exemplars comprise interactive approaches to the teaching and learning of English
Language. Pedagogical strategies such as group work, talk-for-learning and brainstorming should be
employed in the teaching and learning process while at the same time, grouping learners into mixed-
ability/gender groups. These would enhance collaboration, communication, innovation, critical
thinking, leadership and personal development as well as engaging the active participation of all.
Additional tasks may be given to the gifted and talented/advanced learners as group leaders and peer
supporters of their fellow learners as well as support to the teacher during the lessons.

ASSESSMENT SUMMARY
The assessment strategies for the weeks’ lessons ensure a balanced evaluation of recall and
reproduction, skills building and strategic reasoning. The proposed assessment strategies for the
lessons include, but are not limited to, oral/aural responses, question and answer sessions, group
tasks and/or activities.
Teachers are encouraged to employ a variety of formative and summative assessment strategies to
gather information about individual learners’ performance, including scores, feedback and progress
over time.

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Learning Indicator: Minor word classes in speaking and writing.

Theme/Focal Area(s):

Determiners and Interjections

Determiners
Articles are the most popular types of determiners. The definite article “the” and the indefinite articles
“a” and “an.”
Possessives: Provide the context in a sentence by informing the reader what belongs to the subject,
such as ‘our,’ ‘your,’ ‘my,’ ‘their,’ ‘her,’ and ‘his’ as in: Her car is over the bridge.
Quantifiers such as ‘some’, ‘a few’, ‘many’, ‘a little’, ‘little’, ‘few’, ‘none’
Demonstratives (that, this, there, these, and those) identify an object based on its location - as if
linguistically pointing to things.
We use this and that with singular and uncountable nouns:
Try to repeat this exercise every morning and evening. (this + singular countable noun)
What does this music make you think of? (this + singular uncountable noun)
I’ve never been to that part of France. (that + singular countable noun)
Can I have some of that juice, please? (that + singular uncountable noun)
We use these and those with plural nouns:
You can use any one of these computers. (these + plural noun)
I need to paint those windows. (those + plural noun)
Interjection
An interjection is a word or phrase used to express a feeling or to request or demand something. While
interjections are a part of speech, they are not grammatically connected to other parts of a sentence.
Interjections are common in everyday speech and informal writing. While some interjections such as
“well” and “indeed” are acceptable in formal conversation, it’s best to avoid interjections in formal
or academic writing.
Interjections are a part of speech used to convey or express sudden feelings and emotions. There are
no particular rules as to where interjections should be placed in a sentence, but most often, they are
seen to appear in the beginning of a sentence.
Now, here is a list of interjections that you can use in your daily communication.
Examples of Interjections

Interjection Purpose Example

Alas To express sadness or pity Alas! That was so unfortunate.
Ah To express realisation or surprise Ah, the magic show at the end was a
total surprise!
Eh To enquire or ask for something to be Eh! I didn’t quite get it. Can you please
repeated repeat it?

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Interjection Purpose Example

Dear To express pity or surprise Oh dear! I feel really bad for what
happened to you.
Hey To express surprise or call for attention Hey! Look out for the car.
Hurray To express joy Hurray! We finally cleared the test.
Oh To express pain or surprise Oh! I have a really bad headache.
Ouch To express pain Ouch! You stepped on my toes.
Phew To express relief, exhaustion, disgust Phew! That was an extremely long
presentation.
Uh To express hesitation Uh! I don’t think I want to be a part of
this.
Well To introduce a remark Well, what you just did was wonderful.
Wow To express your admiration for Wow! Your new bike is amazing.
something

Learning Task

1. Learners identify determiners and interjections from passages and other writings.
2. Learners construct sentences using determiners and interjections.
3. Use determiners in sentences and paragraphs.
Complete the sentences with the right determiners
A ...cat is very fat.
B ...apple fell from the tree.
C Is … coffee on the counter?
4. Learners compose texts for various purposes while making accurate use of determiners and
interjections.

Pedagogical Exemplars (With The Cross-Cutting Themes Integrated)

1. Group Work: Learners work in mixed - ability groups, ensuring collaboration and respecting
one another’s view on determiners and interjections in context. Learners examine sample essays
and passages from books and journals to identify determiners and interjections and their use in
different grammatical structures.
2. Task-Based Learning: Teacher guides learners through varied activities in which learners
focus on the appropriate use of determiners and interjections in context.
3. Experiential Learning: Learners in mixed-ability groups discuss their experiences of the use
of determiners on varied topics. Learners listen and share ideas supporting/ encouraging one
another to identify determiners and interjections as minor word classes and give examples.

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Assessment
Assessment Level 1 Recall
Identify determiners and interjections from texts.
Assessment Level 2 Skills of Conceptual Understanding
Write sentences that have determiners and interjections.
Assessment Level 3 Strategic Reasoning
Write paragraphs on a given topic using determiners and interjections.
Assessment Level 4 Extended Critical Thinking and Reasoning
Analyse the various types of determiners and interjections and their uses.

Session Review
This lesson exposed learners to determiners and interjections and its use in English Language.
This will boost the confidence of learners in everyday speech and writing. The interactive use
of 21st century skills and inculcation of moral values ought to have enhanced the participation
of learners. The use of activities and other interactive pedagogical strategies also should make
the lesson engaging.
The assessment strategies ranging from DoK Assessment Levels 1 to 4 have improved learners’
problem-solving skills and powers of reasoning.

References
1. New Gateway English for Senior High School Book 1
2. English for Senior Secondary Schools Book 1
3. Black Star Series Book 1
4. Old newspapers
5. A1 English Language
6. Selected passages from subjects across the curriculum such as Social Studies, Agriculture,
Geography.
7. Sample texts & pictures from social media
8. Phonetic numbers (online phonetic memory games)

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WEEK 15

Strand: Writing

Sub-Strands: Text types and purposes

Learning Outcome: Create email, memorandum, programme agenda, application (job, services)
acceptance letter, articles based on provided subjects while using suitable formatting.

Content Standard: Apply writing skills to specific life situations

INTRODUCTION AND SUMMARY FOR THE WEEK

Welcome to week fifteen of the English Language Teacher Manual. There is one lesson this week.
The expectation is that teachers would prepare additional lesson(s) for the week. This lesson looks
at writing informal letters to friends. The format and structure for writing letters to colleagues and
people of similar status.

SUMMARY OF PEDAGOGICAL EXEMPLARS

The pedagogical exemplars comprise interactive approaches to the teaching and learning of English
Language. Pedagogical strategies such as group work, talk-for-learning and brainstorming should be
employed in the teaching and learning process, while at the same time, grouping learners into mixed-
ability/gender groups. These would enhance collaboration, communication, innovation, critical
thinking, leadership and personal development as well as engaging the active participation of all.
Resources such as videos/audios and other related materials shall be made relevant for the support of
learners. Additional tasks may be given to the gifted and talented/advanced learners as group leaders
and peer supporters of their fellow learners as well as support to the teacher during the lessons.

ASSESSMENT SUMMARY
The assessment strategies for the weeks’ lessons ensure a balanced evaluation of recall and reproduction,
skills building and strategic reasoning. The proposed assessment strategies for the lessons include but
are not limited to oral/aural responses, question and answer sessions, group tasks and/or activities.
Teachers are encouraged to employ a variety of formative and summative assessment strategies to
gather information about individual learners’ performance, including scores, feedback, and progress
over time. Engagement with groups which are working is vital here.

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Learning Indicator: Compose an informal letter to a friend.

Theme/Focal Area(S):

Informal Letter Writing

Features of an Informal Letter
Informal letters are written to close acquaintances of the writer, their friends, family, relatives and
others. Since they are written to close relations, the letters have an informal and personal tone.
Informal letters use more casual language in their composition. And sometimes the letters may even
have an emotional undertone.
You can literally write about anything you feel or think you want to convey. Informal letters can be
written to inform your dear ones about your success in a competition, about a movie you watched
recently, about the trip that you would be going on, and so on. It can also be to enquire about their
well-being, to invite them to go along with you on a trip, to congratulate them on their new job, to
convey your regards, and many more.
Format for Informal Letter Writing
Address
(The address is written on the top left-hand side of the paper.)
Date
(It helps the receiver to know when exactly you have written the letter.)
Salutation - Dear + name (Dear Kuu, Dear Alf,)
Body - Introduction
(Start your informal letter with an introduction to set the tone of the matter that is going to be discussed)
Main body
(Explain the reason behind the letter and provide the details as elaborate as you wish to.)
Conclusion
(End the informal letter on a friendly note.)
Subscription –
Your loving friend or Yours ever or (simply) Yours,
Kweku/Julie.

Learning Task

1. Learners identify the people they write to.

2. Learners write the features of an informal letter.
3. Learners compose the introductory, body and concluding paragraphs of a letter to a friend.
4. Learners write an informal letter to a friend.

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Pedagogical Exemplars
1. Brainstorming: Learners in mixed-ability groups to brainstorm the letter writing, encouraging
one another to explain and give instances of letter writing, taking into consideration their
cultural backgrounds.
2. Group Work: Learners work in mixed-ability groups, ensuring collaboration and respecting
one another’s view to identify the features of informal letters in context. Learners examine
sample essays (sample essays and passages from books, journals and the internet) to identify
their features such as writer’s address, date, salutation, introduction, body, conclusion and
subscription.
3. Task-Based Learning: Teacher guides learners through varied activities in which learners
focus on the appropriate writing of introductory, body and concluding paragraphs.

Key Assessment
Assessment Level 1 Recall
Identify the features of an informal letter.
Assessment Level 2 Skills of Conceptual Understanding
Plan an informal letter on a given topic.
Assessment Level 3 Strategic Reasoning
Write the introductory paragraph on a given topic.
Assessment Level 4 Extended Critical Thinking and Reasoning
Write an informal letter on a given topic using appropriate format and expressions to ensure coherence.

Session Review
This session has exposed learners to informal letter has improved learners’ perspective to the
study and use of English Language as well as boosted the confidence in their use of language
in everyday discourse-speech and writing. The interactive use of 21st century skills and
inculcation of moral values has enhanced the participation of learners. The use of games and
other interactive pedagogical strategies also made lessons exciting. The assessment strategies
ranging from DoK Levels 1 to 4 have improved learners’ problem-solving skills and powers of
reasoning.

References
1. New Gateway English for Senior High School Book 1
2. English for Senior Secondary Schools Book 1
3. Black Star Series Book 1
4. Old newspapers
5. Selected passages from subjects across the curriculum such as Social Studies, Agriculture,
Geography.
6. Sample texts & pictures from social media
7. Phonetic numbers (online phonetic memory games)

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 MINISTRY OF EDUCATION

English
Language