Basic 3 English Language Term 1 Week 10 Lesson Plan

Select 10 words and write them two different times on word cards. Place all the cards face down on the floor. Learners will then flip over two at a time and say each word, if the words match the learner gets to keep the cards. • Did you enjoy the game? • What words did you hear in the game? • Make a list of ten words you heard. Share performance indicators with learners and introduce the lesson.

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. Let learners select topics of interest for discussion. Put learners in groups and have them ballot for topics. Let members of each group discuss topics respecting rules of conversation. Encourage learners to ask and answer questions for clarifications on issues raised in their discussion

Ask learners to do the following by ways of reflecting on the lesson: 1. Tell the class what you learnt during the lesson. 2. Tell the class how you will use the knowledge they acquire during the lesson. 3. Which aspects of the lesson did you not understand? Next lesson: give and respond to commands, instructions and directions

Engage learners to sing familiar rhymes. Ask learners; • Whether they enjoyed singing the songs? • What words did you hear in the songs? • Are these words food, animals, objects? Share performance indicators with learners and introduce the lesson.

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. Ask a few questions to review the text/story to be retold. Have learners narrate or retell the story passage using the herring bone or story map strategy. The narration should be sequential to make the story understood. In groups, let learners re tell the story by adding more details to it.

Ask learners to tell you what they have learnt and what they will like to learn in the next lesson Take feedback from what have learnt and summarize the lesson. Next Lesson: read long texts with good pace, accuracy and expression

Engage learners to sing familiar songs. E.g. Five little ducks Ask learners; • Whether they enjoyed singing the song? • What words did you hear in the song? • Are these words food, animals, objects? Share performance indicators with learners and introduce the lesson.

Learners handle the kente cloth sample and study the printed photograph of a local market scene, listing precise words for colour, texture, sound and movement. They organize the details from general location to specific features. Learners write a coherent descriptive paragraph in exercise books with pencils and revise vague expressions after peer feedback.

Ask learners to do the following by ways of reflecting on the lesson: 1. Tell the class what you learnt during the lesson. 2. Tell the class how you will use the knowledge they acquire during the lesson. 3. Which aspects of the lesson did you not understand? Next lesson: write a short paragraph to support an opinion or claims with clear reasons

Review some adjectives with learners. Do an action for slow. Ask: What word is this? Pupils guess: slow. Do an action for loud. Ask: What word is this? Pupils guess: loud. Do an action for happy. Ask: What word is this? Pupils guess: happy Share performance indicators and introduce the lesson.

Learners trace familiar journeys on the printed local route map and place the printed trotro and transport pictures on suitable routes. They select expressions from the printed direction-and-means cards to describe movement towards, through or across a place and travel by trotro, bus or bicycle. Pairs give and follow complete route sentences.

Give learners a text with names of particular places and days of the week, beginning with small letters. Next lesson: Identify and use coordinating conjunctions to join similar ideas or contrasting ideas in sentences

Engage learners to sing familiar songs. E.g. Five little ducks Ask learners; • Whether they enjoyed singing the song? • What words did you hear in the song? • Are these words food, animals, objects? Share performance indicators with learners and introduce the lesson.

Learners read a suitable report in the Ghanaian newspaper, sort the printed main-idea cards from supporting details, and write a concise summary in exercise books with pencils. Using book tease or book talk, introduce the reading/ library time. Have a variety of age appropriate books for learners to make a choice from. Introduce picture or wordless books, pop-up and flip-the- page texts to learners. Encourage them to read individually and in pairs, and provide support and encouragement. Assessment Using think-pair-share, learners retell their story books to their partners. have learners draw parts of the story they read. Let learners summarize the books they read to the whole class

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson. Take feedback from learners and summarize the lesson.