Basic 3 English Language Term 1 Week 7 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 pictures of events in the community, e.g. durbar, festival, naming ceremony, birthday. Have learner’s think-pair-share the events with the person sitting next to them. Have the pairs share their experiences with the class. Have learners talk about which of the events they like most and why they like them. Assessment: Let learners, in groups, role-play the events of their choice.

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 important places in their communities

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. Guide learners to use knowledge of prefixes and suffixes to interpret unfamiliar words. Create a story around a theme, using specific key words or vocabulary items you wish to teach. Have learners use context to find the meaning of the key words. Using word and sentence cards, have learners make their own sentences using these key 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: use self-correction strategies to make meaning when reading texts.

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 the printed writing-process stage cards, examine the printed model paragraph at each stage, and develop their own text in exercise books with pencils. Take learners through the writing process: Pre-writing stage Consider composition writing as a process. That is, it should be done in stages. Take learners through stages such as preparation, writing, editing and publishing.

Summarize the important points in the lesson with learners. Next lesson: write ideas on a topic in simple sentences

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 compare the lengths of the three sticks and arrange them from shortest to longest, then compare the sizes of the three gourds and arrange them from smallest to largest. They select words from the printed comparative-adjective cards and make accurate sentences comparing two objects and then all three. Partners change the order of the objects and repeat the comparisons using the correct adjective forms.

Give learners a text with names of particular places and days of the week, beginning with small letters. Next lesson: identify and use qualifying words 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.