Basic 4 English Language Term 1 Week 10 Lesson Plan

Put learners into two groups. Call out some vocabulary and let them search the dictionary for their meanings. The group to read first wins. • Did you enjoy the game? • What new words have you learn? • Form two sentences with your new words. Share performance indicators and introduce the lesson

Learners select one printed photograph of Ghanaian community life, plan with the printed presentation cue cards, and place key vocabulary on the chalkboard with chalk before presenting. Model reading aloud a level-appropriate story or a paragraph with good pace, stress or intonation. Read the same story or text aloud with poor pace, stress and intonation. Put learners into groups to analyze the types of reading and identify which one conveys meaning and why. Using word and sentence cards, have learners practice reading the story with good pace, stress and intonation

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?

Put learners into two groups. Call out some vocabulary and let them search the dictionary for their meanings. The group to read first wins. • Did you enjoy the game? • What new words have you learn? • Form two sentences with your new words. Share performance indicators 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. and word and sentence cards, learners read silently making reference to pictures, illustrations, etc. to make meaning of texts. Encourage learners to do independent work. guide learners with questions to do this

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?

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 inspect and rearrange the printed sentence cards, discuss the target language feature on the chalkboard with chalk, and practise their own examples in exercise books with pencils. Revise simple conjunctions. Provide simple sentences and let learners join them using and, or/nor, but. The conjunctions so and so that are used to tell what the purpose of something is. They are called conjunctions of purpose Introduce so and so that in context. e.g.: i. Let’s write down the address so we don’t forget it. ii. We left early so that we wouldn’t be late. Guide learners to discover the functions of these conjunctions. Have them practice using these conjunctions in their own sentences. Provide a passage and have learners identify the conjunctions in the passage. aSSESSMENT Have learners underline the conjunctions in the following sentences. i. I sat down because I was feeling tired. ii. Because we arrived late, we missed the beginning of the play. iii. I took an apple since it was the only fruit in the bowl. iv. Since you have finished your homework, you can help me make dinner

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?

Have learners recite familiar rhymes. • Would you love to sing more songs? • What words did you hear in the song? • Write some of the words you heard. Share the performance indicators and introduce the lesson.

Learners identify claims in the Ghanaian newspaper, sort the printed argument cards into reasons and evidence, and draft their own response in exercise books with pencils. Present a motion to learners. e. g. A doctor is more important than a farmer. Discuss the meaning and implication of the motion with pupils and invite them to take a stand either for or against the motion. put learners into two groups: for the motion and against the motion and write down what they think about it. Using word and sentence cards, groups read out their opinions to the class for discussions.

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?

Engage learners to play the “Tapping Out” Game. Spread your fingers apart as learners do same. Each finger represents a letter sound of single-syllable words. Turn your back to the class and raise your right hand. Raise the index finger straight as learners watch. Bring the index finger down to meet the thumb as you make the sound. Use fingers to demonstrate blending.

Learners read selected lines from the Ghanaian storybook, identify or correct the target convention on the printed sentence cards, and practise the corrected forms in exercise books with pencils. Give learners an extract from a comprehension passage. Guide them to identify the simple sentences. Let them identify subjects and verbs in each sentence. let learners write an event they have participated in. Learners edit their work to demonstrate their knowledge of subject and predicate Engage learners in the “popcorn reading” game The rules are simple: One student starts reading aloud and then calls out "popcorn" when they finish. This prompts the next student to pick up where the previous one left off. Guide learners to choose and read independently books of their choice during the library period. Learners think-pair-share their stories with peers. assessment Learners write a-two-paragraph summary of the book read.

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?