Basic 5 English Language Term 1 Week 11 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 and use the printed presentation cue cards to organize a short talk. The teacher records useful vocabulary and delivery reminders on the chalkboard with chalk. Learners present with suitable pace, stress and tone, receive peer feedback and repeat one part with improved delivery.

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. Guide learners to skim and scan texts for details. have learners scan a text in a short time frame and write down their ideas. Discuss the answers together as a class. Using word and sentence cards, revise the Before Reading, During Reading and After Reading strategies introduced to learners. Provide appropriate texts and ensure that the strategies are used

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 observe and handle the kente cloth sample, study the printed photograph of a local market scene, and write precise descriptions in exercise books with pencils. Revise descriptive writing with learners. Using word and sentence cards, talk about sensory details that allow a reader to visualize a person, a place, a thing or an idea. Guide learners through the stages of writing. write to describe events, situations, places of their choice and personal experiences. Focus on the use of: − Descriptive (adjectives) − Figurative language

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. Give learners an extract from a comprehension passage. Guide them to identify the simple and compound sentences. Let them identify the subjects and verbs in each compound sentence. let learners write about an event they had participated in, demonstrating their understanding of subject and predicate sentences. Learners edit to demonstrate their knowledge of subject and predicate 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?