Basic 4 English Language Term 1 Week 5 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

Read the Ghanaian picture storybook aloud; learners arrange the printed story-sequence cards and use the locally made puppets to retell the story. Tell a suitable story to the class e.g. “The Hawk and the Hen”. Have learners identify the parts of the story as beginning part, middle part and ending part. Through questioning, have learners discuss the various parts of the story i.e. beginning, middle and ending, as in the table below Put learners into groups to discuss the central message of the story.

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 a worksheet or their exercise books, write words with each of the diphthongs on the board. Pronounce the words and have learners repeat after you. Learners come up with examples of words that have the diphthongs. Have learners identify these diphthongs as they read the words. Using word and sentence cards, e.g. ei - take oi - boy ai– why, try Learners form their own sentences using words having diphthongs

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 use the locally made puppets as speakers and referents, replace their names with words from the printed pronoun cards, and write correct examples on the chalkboard with chalk. Write sentences with personal pronouns. e. g. You are late. provide learners with a variety of practice activities. ii. Interrogative pronouns – Who, What, Where, etc. Introduce interrogative pronouns with several examples in context. Provide a passage and have learners identify interrogative pronouns. Using word and sentence cards, let learners use interrogative pronouns in sentences.

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 examine how the Ghanaian storybook is organised, use the printed local-scene photograph as a story prompt, and draft their own narrative in exercise books with pencils. Guide learners to narrate an event they participated in E.g. my first day at the national theatre. guide them with examples to write from the first person point of view to start with and later change the same story to read from the third person point of view. Learners edit their work first in their groups, then across groups. let learners then publish their stories on the class notice board so each group can read another’s story.

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 identify action or modifying words in the Ghanaian storybook, interpret the printed action-picture cards, and complete the printed sentence cards with suitable forms. Revise the simple present form of verbs and their use to agree with the subject they follow. Have learners do an activity: e. g. write a letter to your friend telling him/her what you and your siblings do after school. Learners read their friendly letters in pairs. Have learners do peer editing to identify and correct errors. e.g. we eats – we eat 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?