Basic 4 English Language Term 1 Week 3 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

Display the printed poem by a Ghanaian writer and read it aloud while learners listen for rhythm and meaning. Clarify key words and record the central message and values on the chalkboard with chalk. Groups recite the poem to the beat of the locally made drum and explain how one value applies to life in their community.

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 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. and word and sentence cards, using examples, have learners see the difference between content and function words Provide a substitution table of content words and function words for learners to construct sentences from. Help learners to sort out the different content words and function words in groups. Assist learners to understand that these words combine into sentences to help us make proper meaning of them. Let learners make sentences using function and content words.

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 point to or group the calabash and woven basket, then select words from the printed determiner cards to describe the objects accurately in sentences. Using word and sentence cards, have learners read sentences containing articles. − Indefinite articles: e.g. I bought an orange. a car, a sheep, a tree, an apple, an orange, an egg, etc. − Definite article: I put the book on the table. Use several examples to explain the use of the definite and indefinite articles. Nouns such as music, soup, soap, do not require any determiners. Thus show further that it is possible to say: i. I love music. ii. I enjoy soup. Put learners into small groups to form sentences with a, an, the.

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 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: Prewriting stage Put learners in groups of four Each member suggests a topic. Each group discusses it’s topics and selects one. each team presents their topic to the class and writes it on the board. Have groups plan their composition by identifying and discussing the purpose, audience and the context of the piece. invite groups to present their work and have the whole class give feedback.

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 find naming words in the Ghanaian storybook, classify the calabash as a familiar concrete example, and sort the printed noun cards into the required groups. Have learners read simple sentences with names of people, animals, events and objects on the board. put learners in groups to identify the names of people, animals, events and objects as nouns. Have learners form sentences with names of people, animals, events and objects and underline these names/nouns in the sentences. Have them note that common nouns start with small letters. Have learners identify common nouns from paragraphs/passages 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?