Basic 5 English Language Term 1 Week 10 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. Perform a familiar poem as learners listen and observe. Have learners discuss the recital with focus on intonation, stress and rhythm. Perform it again and have the class or groups do same. Individuals, pairs and groups now choose and perform their favorite poems. Have learners listen to a conversation or speech in which the speaker speaks fluently and clearly and another audio where the speech is neither clear nor fluent. Discuss the differences and ask learners to tell the importance of clear speech.

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson. Take feedback from learners and summarize the lesson.

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. Have learners read silently. Let them stop and think about something different from the text. This is to make them know what to do when meaning is disrupted. Using word and sentence cards, have them read silently for the meaning from the text

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?

Write down a couple of words on cards. Make sure learners are familiar with the words. Divide the class in to groups. One person from each group comes up in front to pick and act the word. The group to get the highest score wins! 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 identify claims in the Ghanaian newspaper, sort the printed argument cards into reasons and evidence, and draft their own response in exercise books with pencils. Present a motion to learners. E.g. A teacher is more important than a doctor. Discuss the meaning and implication of the motion with pupils and invite them to take a stand either for or against the motion. put learners into two groups: for the motion and against the motion to write down what they think about it. Using word and sentence cards, groups read out their opinions to the class for discussion

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 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. Using word and sentence cards, conjunction is word that joins words or sentences. Provide simple sentences and let learners join them using and, or/nor, but. Guide learners to discover the functions of these conjunctions. Have them practice using these conjunctions in their own sentences. Let learners form sentences and join them with the conjunctions identified. 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. assessment Ask learners to write a-three-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?