Basic 2 English Language Term 1 Week 3 Lesson Plan

Engage learners to sing songs and recite some familiar rhymes they know ONE POTATO, TWO POTATOES One potato, two potatoes, three potatoes, four Five potatoes, six potatoes, seven potatoes, more. One potato, two potatoes, three potatoes, four Five potatoes, six potatoes, seven potatoes, more

Read the Ghanaian picture storybook aloud; learners arrange the printed story-sequence cards and use the locally made puppets to retell the story. Choose a story from learners’ background. Tell the story with appropriate actions, gestures, facial expressions, etc. Have learners retell the story and answer questions on it. Let learners say whether or not they have enjoyed the story and why. Put learners into groups to identify the characters and their actions and relate them to real life situations.

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 “Read- Cover- Write” game. Put word cards on the table, floor or a bowl. A pupil picks a word card, reads the word, covers it/ turns it over and writes the word on the board or book. He then picks the card again and show it to the class. The class checks to see if the word is correct.

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. Using word and sentence cards, introduce learners to simple word formation by changing the beginning letter of words. e.g. pan, man, fan. 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

Ask children to choose any 4 letters and write them in their books/on the floor. The teacher says a simple word and if children have the sound at the beginning of that word they cross it out. The first child to cross out all 4 of their letters shouts BINGO!! and is the winner. This can also be played with high frequency words that the children know.

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.

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 the classroom ghost game. Teacher scatters objects in the classroom assuming it’s a ghost. Example you could place some textbooks on the floor, put a pen on the window sill, etc. Put learners into pairs to make a note of what the ghost has moved around Example the books are the floor but they should be in the cupboard.

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 Punctuation) Have learners look at sentences in their class readers to observe how they begin and end. Demonstrate placing a full stop (.) at the end of a sentence. Let learners copy and punctuate sentences with full stop. present the question mark similarly.

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 and level- appropriate books for learners to make a choice. Guide learners to select books.

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