Basic 2 English Language Term 1 Week 5 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

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. Revise daily greetings by having learners identify greeting times in the day. e.g. Morning-Good morning, Afternoon-Good afternoon, Evening- Good evening. Discuss the correct responses to these greetings. Let learners take turns to demonstrate greetings at different times of the day and also practice the appropriate responses. Discuss the importance of greetings

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. The student with the correct number of words wins the game.

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 appropriate sight words beginning with the commonest. and a worksheet or their exercise books, write them on the board, e.g. chair, table, child, etc. Use the word “tree” to teach the sight words. Have learners repeat the words aloud. Tell a story and have learners identify sight words in the story. Have learners use the sight words in meaningful sentences, e.g. determiners - the: The boy is my friend.

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. Guide learners with questions to talk about the various areas or places in the school e.g. head teacher’s office, canteen etc. Put learners into groups. Let each group choose a name for their group and an area or place they want to work on. let each group list the objects found in the place of their choice. Have a big chart on the wall and copy their lists on the chart. Let groups take turns to edit their work. Let learners copy the edited words into their books

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 observe their own visible features in the hand mirror and study the printed photographs of Ghanaian children. They select respectful words from the printed adjective cards to describe appearance and personal qualities. In pairs, learners make complete sentences about themselves and the people shown and explain why each adjective is suitable.

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