Basic 1 English Language Term 1 Week 6 Lesson Plan

Flash letter cards to learners for them to make its sounds. Ask pupils to write some letters in the air as you mention them

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. Welcome children and have them sit in a semi-circle. Greet them and introduce the topic for discussion. Use the Community Circle Time Strategy. Learners are provided with an opportunity to interact freely with the teacher and peers, starting with greetings. Have learners use appropriate responses and non-verbal language (body language and facial expression) as they greet each other. Show pictures of homes, people and places and have learners think-pair-share their observation with the person sitting next to them and with the class

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

Write a simple word vertically on the board . E.g. P E N Invite learners to come up with a word starting with each letter of the vertical word.

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. Introduce learners to simple word formation using the phonic slide to change the sound at the initial, medial and final positions of words, e.g. pat, mat, fat. Have learners build on these rhyming endings. In groups, let learners read out their words. Have learners form sentences with these rhyming words.

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 observe and name the familiar classroom objects, then match each object to the correct printed local-object picture card. They draw selected objects on the drawing paper with pencils and use the printed words as support to label each drawing clearly. Partners check that every label matches the object.

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

Engage learners to play “Back to the Board” game. Display word cards on the teachers table in front of the class. Group class into three or four. Invite each leader from the group in turns to face the class with his/her back to the board. Write a letter on the board for the others to make its sound. The leader then search through the word cards to identify the letter.

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. Using word and sentence cards, gRAMMAR USAGE (using action words) Use the present tense continuous form of verbs. Endings are added to verbs to change the tense. the present continuous tense is formed with the subject plus the present particle form (-ing) of the main verb and the present continuous tense of the verb to be: am, is, are. e.g. i. Henry is swimming . ii. Chantal is sweeping the classroom. iii. Esther is fighting. iii. Obeng and Edna are going to school. Engage learners to use present tense continuous form of verbs to form simple sentences.

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