Basic 1 English Language Term 1 Week 4 Lesson Plan

Revise learners RPK by asking them to sing previous songs taught. Play a variety of songs to learners; ranging from circular music, highlife to gospel etc. Have learners to sing other familiar songs they know.

Learners study the printed photographs of familiar Ghanaian settings, select suitable expressions from the printed dialogue cards, and use the locally made role-play props to practise the conversation. Begin the lesson with the narration of a familiar story. Have learners identify the characters in the story and their roles. Have learners role-play some specific characters in groups. Let learners talk about theirs and others’ roles.

Give learners task to complete while you go round the class to support those who might need extra help. Have learners to read and spell some of the keywords in the lesson

Flash out word cards for learners to make its sounds. Have learners to form a big circle. Display letter cards in the middle of the circle. Learners are to pick the letter cards in turns and make its sound.

Learners name the familiar Ghanaian objects in the printed pictures, match their sounds or meanings to the printed word cards, and build further examples on the chalkboard with chalk. Have learners play alphabet games to practice recognition of letter names at random. e.g. Lucky Dip game, Treasure Hunt. Let learners use letter cards to order the letters of the alphabet. Have learners find out which letter comes before the other, among a given set of letters, as a whole class, in groups, in pairs and individually. Select letters whose sound you intend to teach, e.g. two letters at a time. Say each sound first in context and then in isolation, e.g. ants-a Have learners repeat it after you.

Give learners task to complete while you go round the class to support those who might need extra help. Have learners to read and spell some of the keywords in the lesson

Bring a sand tray to class. Call out learners to make any pattern of their choice

Learners copy and arrange examples from the printed alphabet or word cards, then practise the target writing neatly in their exercise books with pencils. Show a chart of letters (small and capital). e.g. A B C D E… a b c d e… Place letter cards (small and capital letters) on teacher’s table. Put learners into groups and ask representatives of the groups to take turns to pick and match the letter cards to the letters on the chart. Those who are able to match them correctly win points for their groups and receive stars. Let learners write the letters in their books.

Give learners task to complete while you go round the class to support those who might need extra help. Have learners to read and spell some of the keywords in the lesson

Have leaners to write their names, starting with capital letters

Learners identify actions in the printed action-picture cards, complete the printed sentence cards with suitable verbs or modifiers, and share correct examples on the chalkboard with chalk. & GRAMMAR USAGE Introduce the activity and tell learners two things you do daily. Put learners in groups to talk about the things they do every day: e.g. I wash my face every morning. Using word and sentence cards, write the two things you do in two simple sentences and read it out to learners. have each learner write two of the habitual things they do. You may assist them with spelling. invite each of them to present their work to the class for the class to react to the presentations.

Give learners task to complete while you go round the class to support those who might need extra help. Have learners to read and spell some of the keywords in the lesson

Have a variety of age appropriate books for learners to make a choice from.

Learners read the Ghanaian storybook and the printed passage about a Ghanaian community, then record the target ideas or reading responses in exercise books with pencils. Using book tease or book talk, introduce the reading/ library time. Introduce picture or wordless books, pop-up and flip-the-page texts to learners. Using word and sentence cards, encourage them to read individually and in pairs, and provide support and encouragement.

Have learners to read and spell the key words on the board Learners to draw parts of the story they read