Basic 2 English Language Term 1 Week 2 Lesson Plan

Have learners recite familiar rhymes. ONCE I CAUGHT A FISH ALIVE One, two, three, four, five Once I caught a fish alive Six, seven, eight, nine, ten Then I let it go again Why did you let it go? Because it bit my finger so Which finger did it bite? This little finger on my right

Display the printed song or rhyme cards for learners to follow, then let groups keep the beat with the locally made drum and calabash rattle as they sing or recite. Revise some familiar rhymes and tongue-twisters learnt. Select a rhyme from learners. As learners listen and observe, perform the rhyme Recite lines of the rhyme as learners join in and repeat lines after you. Teach the accompanying actions through demonstration. Using word and sentence cards, through questions, have learners interpret the rhymes in their own 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

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 the lesson with a recital that links the letters of the alphabet. Have learners work in pairs, groups or individually to blend syllables to form meaningful words. Using word and sentence cards, use word families as a guide to help build on the 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

Engage learners to play “Back to the Board” game.

Learners copy and arrange examples from the printed alphabet or word cards, then practise the target writing neatly in their exercise books with pencils. Let learners write letters, both in upper and lower cases. Copy words from learners’ reading book on the board as learners observe. Let learners take turns to read out words from the list. and a worksheet or their exercise books, draw attention to appropriate spelling and alignment of letters. Let learners copy the words. Let them check correct spelling, formation of letters and spacing.

Have learners sing songs and recite familiar rhymes MINGLE MINGLE •Mingle, mingle – mingle 2x Two mingle (2 come together) •Mingle, mingle – mingle 2x Three mingle (3 come together) •Mingle, mingle – mingle 2x four mingle (4 come together)

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 Capitalization Pg.64) Assist learners to begin sentences with capital letters. For example: i. Kofi is a good boy. ii. The house is beautiful.

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