Basic 3 English Language Term 1 Week 6 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. Show learners conversational posters to talk about. E.g. causes of road accidents. Let learners role-play topics or themes discussed. Discuss the importance of expressing a variety of communicative meanings/telling people about their feelings, etc.) e. g. apologizing, agreeing or disagreeing with partners on issues. Guide learners to express a variety of communicative meanings.

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: talk about events in the community

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. have learners read a text and identify its purpose and features. Guide them with questions to do this. Let learners transfer the same ideas to other types of texts. Use think-pair-share to have learners compare ideas. Have learners play simple mental or guessing games like Bingo and matching games. Using word and sentence cards, guide learners to form mental images as they read a text, to help them make meaning from the text

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 knowledge of prefixes and suffixes to interpret unfamiliar words.

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 arrange and discuss the printed model paragraph cards, then plan and write their own connected text in exercise books with pencils. Discuss with learners their previous writing and give them feedback on some errors they committed. Have learners choose and write on another topic. e.g. the need to respect school authorities. Guide them with the vocabulary they may use. let learners present a draft of their write up. have learners write a neat final copy and read it once again to check for errors. have learners publish their work by showing it to others in small groups or in pairs or posting it on the class or school notice board for others to view.

Summarize the important points in the lesson with learners. Next lesson: select a topic on familiar themes (e.g. myself), brainstorm and organize before writing

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 and use adjectives in short sentences to describe height, length, etc.

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.