Basic 2 English Language Term 1 Week 4 Lesson Plan

Led learners to recite a few rhymes Jack and Jill Jack and Jill went up the hill To fetch a pail of water Jack fell down and broke his crown And Jill came tumbling after

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. Using word and sentence cards, have learners select an interesting story heard or read in class. Discuss the story and have learners recall main events and characters. Select characters and assign them roles to play. Let learners role-play the story. Discuss moral values from the story. Have learners say whether or not they have enjoyed the drama and why

Ask learners to tell you what they have learnt and what they will like to learn in the next lesson. Have learners to read and spell the key words on the board.

Engage learners to play “Get Out Of The Wagon” game. Three words are placed in a wagon/table. Example: cake rake king The child determines which word doesn’t rhymes and tells it to ‘get out of the wagon’

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 digraphs as in; ch- church ph- photo sh - shirt Have learners build as many words as possible from digraphs. Using word and sentence cards, have learners form meaningful sentences with the words

Ask learners to tell you what they have learnt and what they will like to learn in the next lesson. Have learners to read and spell the key words on the board.

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.

Ask learners to tell you what they have learnt and what they will like to learn in the next lesson.

Teacher calls out different actions for learners to act. Student have to mimic the action continuously without breaking. After a while teacher speeds up the tempo. For example: jumping, stamping of feet, crazy dance, etc.

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 Pg.65) Tell learners some of the things you do daily in short and simple sentences. e.g. i read stories every day. Create situations for learners to use the structure. e.g. i. simple truths –Lemons are sour. ii. interest – I like playing football. iii. feelings – I am happy. iv. opinions – He is a good teacher. introduce drills for learners to have practice. Put learners into small groups to discuss given topics, using the structures

Ask learners to tell you what they have learnt and what they will like to learn in the next lesson. Have learners to read and spell the key words on the board.

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