Basic 4 English Language Term 1 Week 6 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. Through role play, demonstrate the features of spoken language. e.g. Contractions: Can’t, Shouldn’t, etc. Ellipses: A. How are you? B. Fine.

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. Introduce the terms one at a time with several examples. compound word, idiom, simile, synonym, antonym, pre-fix, suffix, phrasal verbs. Elicit examples from learners. Using word and sentence cards, learners identify examples from different sources, e.g. their readers, story books, newspapers (Junior Graphic) and use them in sentences of their own

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 compare the lengths of the three sticks and arrange them from shortest to longest, then compare the sizes of the three gourds and arrange them from smallest to largest. They select words from the printed comparative-adjective cards and make accurate sentences comparing two objects and then all three. Partners change the order of the objects and repeat the comparisons using the correct adjective forms.

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 the parts of the printed sample letter set in Ghana, then plan and draft their own letters in exercise books with pencils. Guide learners with a model to talk about themselves. This is a whole class discussion with individual learners saying things about themselves. Let learners write about themselves. In pairs learners edit each other’s work and identify words and sentences that give information about the partner which they did not know previously. in groups learners research about their school and write a short history about it.

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 describing words in the Ghanaian storybook, observe the kente cloth sample, and use the printed adjective cards to create further descriptive sentences. Guide learners with several examples and situations to identify the comparative forms of adjectives in sentences, e.g. Ama is fast but Kofi is slow. Have learners identify adjectives in a given passage. Using word and sentence cards, let learners write sentences using comparative and superlative forms of adjectives 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?