Basic 4 English Language Term 1 Week 7 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 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 the SQ3R strategy, learners recall main ideas. Learners: S – Survey the text– (learners skim, by going through the chapter, noting heading/sub-heading and other understanding features. Using word and sentence cards, q – Question – Generate questions about the content of the text. 3R Read – Read for more information. Recite – Retrieve information from meaning. Review – Go over the main ideas in the text using your own 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 identify actions in the printed action-picture cards, complete the printed sentence cards with suitable verbs or modifiers, and share correct examples on the chalkboard with chalk. Using word and sentence cards, have learners revise verbs by reading sentences from the board and identifying the verbs. have learners write sentences with given verbs. Let learners read sentences with auxiliary verbs. e.g. i. The boy is going to school. ii. The girls are reading. note: An auxiliary verb is also known as a helping verb e.g. is, are, am, was, and were Assessment: Have learners use auxiliary verbs in sentences and underline them.

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 school. Learners tell the story sequentially: beginning, middle and end. Help learners to determine the setting and develop the plot (events in the story). assessment: Learners are grouped to write their own story based on a chosen experience agreed on by all. Learners to use first and third person pronouns in their write up.

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. Guided with examples, let learners narrate events using adverbs to describe the manner and the degree. Introduce drills to provide oral practice. Learners to identify adverbs of manner and degree in passages. Let them write and use the adverbs in simple sentences. Using word and sentence cards, 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?