Basic 2 English Language Term 1 Week 10 Lesson Plan

Engage learners to sing songs and recite rhymes Ding dong bell. Pussy's at the well. Who took her there? Little Johnny Hare. Who’ll bring her in? Little Tommy Thin. What a jolly boy was that To get some milk for pussy cat, Who ne'er did any harm? But played with the mice in his father's barn

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. Introduce instructions by having learners respond to typical classroom instructions. Create situations for learners to practice giving and responding to instruction. Let learners role-play parents, teachers, prefects, learners giving and responding to instructions, etc. e. g. Instruction: 1. Draw a circle in a square. 2. write the letter ‘A’ in the circle.

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 learners to the alphabet song and dance to it. Have them perform the action for each letter sound.

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. Revise some previous stories told. Have learners retell a story using simple herring-bone strategies.

Using guided questions, have learners answer some questions based on the story read. Have learners summarize the story orally in pairs.

Play games and recite rhymes that learners are familiar with to begin the lesson. Ask learners questions to review their understanding in the previous lesson.

Learners examine how the Ghanaian storybook is organised, use the printed local-scene photograph as a story prompt, and draft their own narrative in exercise books with pencils. Ask learners simple questions on their daily routines. let learners brainstorm and choose a topic for the day. e. g. "A visit to the market" Using questions, assist learners to write a paragraph or two about their experiences. e. g. i. What is the name of the market? ii. Where is the market? iii. What did you buy from the market?

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 inspect and rearrange the printed sentence cards, discuss the target language feature on the chalkboard with chalk, and practise their own examples in exercise books with pencils. Using word and sentence cards, gRAMMAR USAGE (Using Simple Sentences) Use questions and samples for learners to identify nouns and verbs in the structure of simple sentences. e. g. i. Ofori danced. (Who danced? What did Ofori do?) ii. Ama laughed. (Who danced? What did Ama do?) have learners use the simple sentences in forming compound and complex sentences orally with the aid of conjunctions. Let learners write the sentences in thier workbooks.

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 recite a few rhymes with actions 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 word and sentence cards, use the Author’s chair to introduce the reading/ library time. Introduce narratives, pop-up and flip- the-page texts to learners. Introduce e-books to learners, if available.

Call learners in turns to tell the whole class what they read. Let Learners draw parts of the story they read