Basic 3 English Language Term 1 Week 9 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.

Read the printed Ghanaian local-news text aloud once while learners listen without writing. Read it again and let groups arrange the printed key-information cards to show the main event, people, place and important details. Learners record concise answers in exercise books with pencils and compare them with the text after listening.

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 questions for clarifications about given topics

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 printed Ghanaian newspaper passage and sort the printed question cards into factual, inferential and vocabulary questions. In pairs, they locate evidence in the passage and discuss each answer. Learners write complete answers in exercise books with pencils and explain the evidence used.

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: retell level-appropriate text in own, explain and illustrate

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 short section of the Ghanaian storybook and identify how its setting, characters and events add detail. They use the printed local-scene photograph to plan a related story with a clear beginning, middle and ending. Learners draft the narrative in exercise books with pencils, exchange it for feedback and revise weak or missing details.

Summarize the important points in the lesson with learners. Next lesson: describe places in a coherent paragraph

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. Write some sentences on the board. Examples: • This is a very slow cat. • The school bell is loud. • My father is happy. Have learners read the sentences aloud and explain them in context. Drill learners for the correct pronunciation and meaning of key words. Have learners identify all the adjectives in the sentences. Example: slow, loud, happy. Ask, what does the words (slow, loud, and happy) describe? Expected Answers: they describe the nouns (cat bell, father). write another set of sentences on the board. It walks slowly across the road. It rang loudly this morning. He is whistling happily. Brainstorm learners to identify the part of speech of the underlined words and tell its function. example: the slowly is an adverb and it describes how the object walks(verb) Guide learners to explain adverb as a word that qualifies a verb. Introduce learners to Adverbs of time as words that change or qualify the meaning of a sentence by telling us when things happen. e.g. -They often play music together -He researched late into the night. -On the day of report, he arrived at school early Have learners listen to and read several sentences containing adverbs of time. Learners sit in groups to discuss issues involving the use of adverbs of time. assessment Give learners individual or home task to underline the adverbs • She stayed at her grandmother’s house all day • The newspaper arrives daily • They go out to dinner weekly. • Are you coming to work tomorrow?

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: Identify prepositions in sentences to indicate directions and means

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.