Basic 4 English Language Term 1 Week 11 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 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. Have learners discuss the characters and events/key issues in the play. Put learners into groups or pairs depending on the number of characters in the play/drama. Each group should have a leader. Give scenarios (from the story/play) to groups and have members take up roles of the characters. Create dialogues for the sketch and have learners prepare to perform the sketch. Go round and provide support to groups. Have groups take turns to perform their sketch in front of the class. Lead the class with questions to talk about each sketch. They talk about what went well, what needs to be improved, suggest alternative ways of doing it better, the moral values and how they relate to life.

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. Using word and sentence cards, guide learners to scan/skim the text either for general or specific information as a preparation for detailed reading.

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.

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 study the printed Ghanaian family and school photographs and identify accurate facts that could inform a reader. They arrange the printed information-planning cards into a clear topic, supporting details and conclusion. Learners write a factual paragraph about their family or school in exercise books with pencils and revise it for clarity.

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?