Basic 3 English Language Term 1 Week 8 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 important places in their communities such as the community center, the lorry station, the mission house, the market, the fire service station etc. Let learners’ think-pair-share their views and opinions about the pictures. Put learners into groups according to the number of pictures. Have each group talk about the activities that go on in these places and their importance to the community and the nation.

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: listen to and interact actively within information texts

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. Engage learners on before reading activities, e.g. review of background knowledge, discussion of title and accompanying pictures). Model reading the text aloud and have learners echo-read the text (if necessary). Read out words and sentences for learners to identify in the text. Let learners read aloud in groups and pairs and answer questions

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: ask and answer factual, inferential and vocabulary questions about level-appropriate 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. Have learners write their first draft in groups. Let learners write their ideas as they appear, without taking particular note of corrections or editing. let learners add on new ideas that occur to them as they write

Summarize the important points in the lesson with learners. Next lesson: Add more details of a story structure to narrative stories

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. Using word and sentence cards, provide sentences with simple adverbs for learners to identify. e.g. i. He walked quickly to the church. ii. She danced beautifully. elicit other adverbs and provide practice.

Give learners a text with names of particular places and days of the week, beginning with small letters. Next lesson: use adverbs correctly to express time.

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.