Basic 3 English Language Term 1 Week 11 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 photograph of the school compound, draw and follow routes from the printed direction cards, and write the clearest direction words on the chalkboard with chalk. Model giving instructions and ask learners to follow them: Pair up learners to practice giving and following instructions, e.g. giving and following instructions to clean the classroom. Model giving directions and ask learners to follow them: Show directions flash cards (go straight, turn left/right) and ensure learners understand the words

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: present ideas logically

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.

Model fluent reading from the printed phrase-marked reading copy while learners follow the same section in the printed grade-level Ghanaian passage. In pairs, learners practise the passage repeatedly with attention to phrasing, accuracy and expression while using the classroom clock to keep a steady appropriate pace. Partners give feedback and learners reread difficult lines.

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: recognize more than two hundred high frequency words with automaticity

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 identify claims in the Ghanaian newspaper, sort the printed argument cards into reasons and evidence, and draft their own response in exercise books with pencils. Choose a simple topic for an argument. e.g. Which food is better; rice or fufu? Let learners choose one of the meals and give reasons why they think it is better. Put the class into two to argue on the topic.

Summarize the important points in the lesson with learners. Take feedback from what have learnt and summarize the lesson. Next Lesson: make a radio/TV presentations/performances

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 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. Demonstrate the structure of a compound sentence by joining simple sentences with “and”. Using word and sentence cards, simple Conjunction Compound Sentence Sentence The boy The boy woke up and woke up and prayed The boy prayed Have learners identify the coordinating conjunction in the sentence. Put learners in groups to form simple sentences. Let learners join the simple sentences with “and” and “but”.

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: Spell phonically irregular words correctly

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.