Basic 3 English Language Term 1 Week 5 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 mention titles of stories they have heard or read, e.g. The Magic Pot. Let learners identify some characters in the stories mentioned. and word and sentence cards, let learners dramatize or role-play stories they have heard, read or created, with appropriate characters. Discuss stories dramatized or role-played. Let learners comment on stories dramatized or role- played

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: use appropriate greetings for special occasions

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 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. Have learners revise diphthongs and use them in sentences. Using word and sentence cards, introduce consonant blends and have learners identify words having the blends. e.g. bl - black br- brush st- stone tr- tree Let learners work in pairs/groups to identify consonant blends and build words from them

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 level-appropriate sight words, understand and use them in meaningful complex 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.

Read a short section of the Ghanaian picture storybook and let learners identify the main characters. Learners select the matching printed character cards, discuss what each character says or does and state a simple opinion with a reason. They write their opinion sentences in exercise books with pencils and exchange books for a meaning and spelling check.

Summarize the important points in the lesson with learners. Next lesson: develop two coherent paragraphs on one idea or concept using leading questions

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 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. Through demonstration, assist learners to use the continuous form of the action words such as running, eating and sitting. Using word and sentence cards, provide sentences and let learners identify the continuous form of the action words: e.g. Adongo is running with the ball.

Give learners a text with names of particular places and days of the week, beginning with small letters. Next lesson: identify the present continuous form of action words in spoken and written communication

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.